Multiple Intelligences & Learning Styles
Scholarship On Teaching - Topic: Multiple Intelligences & Learning Styles - 41 results
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Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple ...
Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple ...
Additional Info:
Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple intelligences, culturally responsive teaching, brain-friendly strategies, authentic assessment, and ethical classroom management which we feel are not flashes in the pan. And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting brain-friendly strategies.
We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do-not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation.
Each succeeding chapter (2-6) has unique and compelling twists and turns-chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development. (From the Publisher)
Table Of Content:
Acknowledgements
Foreword
Preface
ch. 1 A Case for Differentiation and Much More
ch. 2 The Fabric of My Life: Using Poetry, Prose, and Graphic Novels to Help Students Reflect Upon Their Identities
ch. 3 Choices That Change Our Lives: Using Realistic Fiction and Nonfiction to Help Students Reflect on Difficult Decisions
ch. 4 Community and Culture: Understanding Ourselves and Others in the Global Community
ch. 5 A Journey from Innocence to Experience: A Course in Young Adult Literature for Future Teachers
ch. 6 Convince Me: A Syllabus for a Freshman Composition Course Focused on Writing Arguments
About the Authors
Index
Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple intelligences, culturally responsive teaching, brain-friendly strategies, authentic assessment, and ethical classroom management which we feel are not flashes in the pan. And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting brain-friendly strategies.
We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do-not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation.
Each succeeding chapter (2-6) has unique and compelling twists and turns-chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development. (From the Publisher)
Table Of Content:
Acknowledgements
Foreword
Preface
ch. 1 A Case for Differentiation and Much More
ch. 2 The Fabric of My Life: Using Poetry, Prose, and Graphic Novels to Help Students Reflect Upon Their Identities
ch. 3 Choices That Change Our Lives: Using Realistic Fiction and Nonfiction to Help Students Reflect on Difficult Decisions
ch. 4 Community and Culture: Understanding Ourselves and Others in the Global Community
ch. 5 A Journey from Innocence to Experience: A Course in Young Adult Literature for Future Teachers
ch. 6 Convince Me: A Syllabus for a Freshman Composition Course Focused on Writing Arguments
About the Authors
Index
"Resource Notebook on Culturally Relevant and Responsive Learning Styles/Pedagogy"
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Dimensions of Expertise: A Conceptual Exploration of Vocational Knowledge
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A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)
A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)
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A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)
Table Of Content:
Preface
ch. 1. The Two Faces of Expertise
ch. 2. Current Philosophical Debates about Knowing How
ch. 3. Skills and Their Discontents
ch. 4. Beyond Skill: The Complexities of Competence
ch. 5. To Follow a Rule…: The Normative Basis of Practical Knowledge
ch. 6. Theory, Underpinning Knowledge and Practice
ch. 7. Tacit Knowledge
ch. 8. Can There be a Theory of Expertise?
ch. 9. Novice, Journeyman, Expert
ch. 10. Vocational Education and the Development of Expertise
Bibliography
Index
A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)
Table Of Content:
Preface
ch. 1. The Two Faces of Expertise
ch. 2. Current Philosophical Debates about Knowing How
ch. 3. Skills and Their Discontents
ch. 4. Beyond Skill: The Complexities of Competence
ch. 5. To Follow a Rule…: The Normative Basis of Practical Knowledge
ch. 6. Theory, Underpinning Knowledge and Practice
ch. 7. Tacit Knowledge
ch. 8. Can There be a Theory of Expertise?
ch. 9. Novice, Journeyman, Expert
ch. 10. Vocational Education and the Development of Expertise
Bibliography
Index
"Learning Styles and Culturally Diverse Students: A Literature Review"
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The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the ...
The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the ...
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The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the widespread conclusions in the literature that African American, Hispanic American, and Indian students are field-dependent learners who prosper academically when taught with field-dependent teaching strategies are premature and conjectural. Research does not support the supposition that members of a particular ethnic group have the same learning style. The body of research does have implications for enhancing the academic achievement of culturally diverse students by reminding teachers to be alert to individual students' learning styles as well as their own actions and methods in reference to their students' cultural experiences and preferred learning environments.
The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the widespread conclusions in the literature that African American, Hispanic American, and Indian students are field-dependent learners who prosper academically when taught with field-dependent teaching strategies are premature and conjectural. Research does not support the supposition that members of a particular ethnic group have the same learning style. The body of research does have implications for enhancing the academic achievement of culturally diverse students by reminding teachers to be alert to individual students' learning styles as well as their own actions and methods in reference to their students' cultural experiences and preferred learning environments.
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Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
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Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
"Using Learning Styles to Adapt Technology for Higher Education"
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Looks at some of the roles that cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
Looks at some of the roles that cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
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Looks at some of the roles that cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
Looks at some of the roles that cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
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"Acknowledging the Learning Styles of Diverse Student Populations"
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In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success across cognitive styles. (Author/MSE)
In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success across cognitive styles. (Author/MSE)
Additional Info:
In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success across cognitive styles. (Author/MSE)
In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success across cognitive styles. (Author/MSE)
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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.
Teaching Around the 4MAT Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles
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From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting its effectiveness, the 4MAT method ...
From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting its effectiveness, the 4MAT method ...
Additional Info:
From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting its effectiveness, the 4MAT method uses a 4-quadrant cycle of learning that begins by engaging learners through direct experience, moving them toward: Reflective observation, Abstract conceptualizing, Active experimentation and problem-solving, Integration of new knowledge and skills.
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.
Table Of Content:
Foreword
ch. 1 Learning styles
ch. 2 A cycle of learning
ch. 3 Teaching around the cycle
ch. 4 The brain-mind learning system
ch. 5 Overlaying right- and left-mode to complete the 4MAT cycle
ch. 6 Teaching from concepts
ch. 7 The 4MAT design overlay (lesson planning)
From the Publisher
Learning styles are linked to preferences in the ways people perceive and process experience. Bernice McCarthy's unique 4MAT cycle is a brain-based teaching method that emphasizes diverse learning styles, honors learner individuality, teaches concepts as well as facts, and improves student thinking and performance on traditional as well as high-stakes assessments.
With 25+ years of field testing and field use supporting its effectiveness, the 4MAT method uses a 4-quadrant cycle of learning that begins by engaging learners through direct experience, moving them toward: Reflective observation, Abstract conceptualizing, Active experimentation and problem-solving, Integration of new knowledge and skills.
Learning happens as we unite our experiences and their meaning with actions that test those meanings in the world. This exciting new resource offers schools a powerful tool to enhance teaching and learning for students with all learning styles, backgrounds, and preferences.
Table Of Content:
Foreword
ch. 1 Learning styles
ch. 2 A cycle of learning
ch. 3 Teaching around the cycle
ch. 4 The brain-mind learning system
ch. 5 Overlaying right- and left-mode to complete the 4MAT cycle
ch. 6 Teaching from concepts
ch. 7 The 4MAT design overlay (lesson planning)
Additional Info:
Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."
Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."
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Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."
Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."
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An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities.
An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities.
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An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities.
An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities.
Affective Teaching
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In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting. (From the Publisher)
In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting. (From the Publisher)
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In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting. (From the Publisher)
Table Of Content:
Preface
Pt. 1 What Do We Know About the Affective Domain?
ch. 1 Affective Teachers
ch. 2 Affective Instruction
ch. 3 Affective Educational Settings
Pt. II How Do We Emphasize the Affective Domain in Teaching?
ch. 4 The Symbiotic Relationship Between the Cognitive and Affective Domains
ch. 5 An Assessment Tool to Determine Whether You Are an Affective Teacher
In Affective Teaching, Lynne Rompelman extends the research on the affective domain by incorporating students' and teachers' voices regarding the nature of caring of teachers within an academic setting. (From the Publisher)
Table Of Content:
Preface
Pt. 1 What Do We Know About the Affective Domain?
ch. 1 Affective Teachers
ch. 2 Affective Instruction
ch. 3 Affective Educational Settings
Pt. II How Do We Emphasize the Affective Domain in Teaching?
ch. 4 The Symbiotic Relationship Between the Cognitive and Affective Domains
ch. 5 An Assessment Tool to Determine Whether You Are an Affective Teacher
Additional Info:
A 10-page article by Chip Heath and Dan Heath, drawing on their book "Made to Stick: Why Some Ideas Survive and Others Die" (Random House, 2007), focusing on concrete practices teachers can adopt to make their teaching "stickier" -- so that students retain more of what they hear.
A 10-page article by Chip Heath and Dan Heath, drawing on their book "Made to Stick: Why Some Ideas Survive and Others Die" (Random House, 2007), focusing on concrete practices teachers can adopt to make their teaching "stickier" -- so that students retain more of what they hear.
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A 10-page article by Chip Heath and Dan Heath, drawing on their book "Made to Stick: Why Some Ideas Survive and Others Die" (Random House, 2007), focusing on concrete practices teachers can adopt to make their teaching "stickier" -- so that students retain more of what they hear.
A 10-page article by Chip Heath and Dan Heath, drawing on their book "Made to Stick: Why Some Ideas Survive and Others Die" (Random House, 2007), focusing on concrete practices teachers can adopt to make their teaching "stickier" -- so that students retain more of what they hear.
Descartes' Error: Emotion, Reason, and the Human Brain
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Since Descartes famously proclaimed, “I think, therefore I am,” science has often overlooked emotions as the source of a person's true being. Even modern neuroscience has tended, until recently, to concentrate on the cognitive aspects of brain function, disregarding emotions. This attitude began to change with the publication of Descartes' Error in 1995. Antonio Damasio—“one of the world's leading neurologists” (The New York Times)—challenged traditional ideas about the connection ...
Since Descartes famously proclaimed, “I think, therefore I am,” science has often overlooked emotions as the source of a person's true being. Even modern neuroscience has tended, until recently, to concentrate on the cognitive aspects of brain function, disregarding emotions. This attitude began to change with the publication of Descartes' Error in 1995. Antonio Damasio—“one of the world's leading neurologists” (The New York Times)—challenged traditional ideas about the connection ...
Additional Info:
Since Descartes famously proclaimed, “I think, therefore I am,” science has often overlooked emotions as the source of a person's true being. Even modern neuroscience has tended, until recently, to concentrate on the cognitive aspects of brain function, disregarding emotions. This attitude began to change with the publication of Descartes' Error in 1995. Antonio Damasio—“one of the world's leading neurologists” (The New York Times)—challenged traditional ideas about the connection between emotions and rationality. In this wondrously engaging book, Damasio takes the reader on a journey of scientific discovery through a series of case studies, demonstrating what many of us have long suspected: emotions are not a luxury, they are essential to rational thinking and to normal social behavior. (From the Publisher)
Table Of Content:
Introduction
PART I Unpleasantness in Vermont
Gage's Brain Revealed
A Modern Phineas Gage
In Colder Blood
PART II Assembling an Explanation
Biological Regulation and Survival
Emotions and Feelings
The Somatic-Marker Hypothesis
PART III Testing the Somatic-Marker Hypothesis
The Body-Minded Brain
A Passion for Reasoning
Postscriptum
Notes and References
Further Reading
Acknowledgments
Index
Since Descartes famously proclaimed, “I think, therefore I am,” science has often overlooked emotions as the source of a person's true being. Even modern neuroscience has tended, until recently, to concentrate on the cognitive aspects of brain function, disregarding emotions. This attitude began to change with the publication of Descartes' Error in 1995. Antonio Damasio—“one of the world's leading neurologists” (The New York Times)—challenged traditional ideas about the connection between emotions and rationality. In this wondrously engaging book, Damasio takes the reader on a journey of scientific discovery through a series of case studies, demonstrating what many of us have long suspected: emotions are not a luxury, they are essential to rational thinking and to normal social behavior. (From the Publisher)
Table Of Content:
Introduction
PART I Unpleasantness in Vermont
Gage's Brain Revealed
A Modern Phineas Gage
In Colder Blood
PART II Assembling an Explanation
Biological Regulation and Survival
Emotions and Feelings
The Somatic-Marker Hypothesis
PART III Testing the Somatic-Marker Hypothesis
The Body-Minded Brain
A Passion for Reasoning
Postscriptum
Notes and References
Further Reading
Acknowledgments
Index
"Cognitive Styles and Multicultural Populations"
Additional Info:
Social scientists generally agree that different cultures have different cognitive styles. New educational models which operate within a multicultural framework are necessary. As a result, traditional approaches to training educators must be adjusted if minority groups are to enter teacher education programs.
Social scientists generally agree that different cultures have different cognitive styles. New educational models which operate within a multicultural framework are necessary. As a result, traditional approaches to training educators must be adjusted if minority groups are to enter teacher education programs.
Additional Info:
Social scientists generally agree that different cultures have different cognitive styles. New educational models which operate within a multicultural framework are necessary. As a result, traditional approaches to training educators must be adjusted if minority groups are to enter teacher education programs.
Social scientists generally agree that different cultures have different cognitive styles. New educational models which operate within a multicultural framework are necessary. As a result, traditional approaches to training educators must be adjusted if minority groups are to enter teacher education programs.
Additional Info:
An extensive website with multiple diagrams and links to extended presentations on the various aspects of the Bloom taxonomy of learning styles.
An extensive website with multiple diagrams and links to extended presentations on the various aspects of the Bloom taxonomy of learning styles.
Additional Info:
An extensive website with multiple diagrams and links to extended presentations on the various aspects of the Bloom taxonomy of learning styles.
An extensive website with multiple diagrams and links to extended presentations on the various aspects of the Bloom taxonomy of learning styles.
Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy
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Click Here for Book Review
Abstract: Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can ...
Click Here for Book Review
Abstract: Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can ...
Additional Info:
Click Here for Book Review
Abstract: Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.
Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.
Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines.
Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented.
By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement. (From the Publisher)
Table Of Content:
Acknowledgments
Foreword
ch. 1 Reflective Pedagogies and the Metacognitive Turn in College Teaching (Naomi Silver)
ch. 2 Make Exams Worth More than the Grade: Using Exam Wrappers to Promote Metacognition (Marsha C. Lovett)
ch. 3 Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition (Paula P. Lemons, Julie Reynolds, Amanda Curtin, Ahrash Bissell)
ch. 4 Reflection and Metacognition in Engineering Practice (Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin)
ch. 5 “The Steps of the Ladder Keep Going Up”: A Case Study of Hevruta as Reflective Pedagogy in Two Universities (Mary C. Wright, Jeffrey L. Bernstein, Ralph Williams)
ch. 6 Implementing Metacognitive Interventions in Disciplinary Writing Classes (Mika LaVaque and E. Margaret Evans)
ch. 7 Designs for Writing: A Metacognitive Strategy for Iterative Drafting and Revising (E. Ashley Hall, Jane Danielewicz, and Jennifer Ware)
ch. 8 Reflection, ePortfolios, and WEPO: A Reflective Account of New Practices in a New Curriculum (Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O'Malley)
ch. 9 Annotated Bibliography (Naomi Silver)
Contributors
Index
Click Here for Book Review
Abstract: Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.
This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.
Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.
Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines.
Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented.
By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement. (From the Publisher)
Table Of Content:
Acknowledgments
Foreword
ch. 1 Reflective Pedagogies and the Metacognitive Turn in College Teaching (Naomi Silver)
ch. 2 Make Exams Worth More than the Grade: Using Exam Wrappers to Promote Metacognition (Marsha C. Lovett)
ch. 3 Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition (Paula P. Lemons, Julie Reynolds, Amanda Curtin, Ahrash Bissell)
ch. 4 Reflection and Metacognition in Engineering Practice (Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M. Javed Khan, and Patricia Brackin)
ch. 5 “The Steps of the Ladder Keep Going Up”: A Case Study of Hevruta as Reflective Pedagogy in Two Universities (Mary C. Wright, Jeffrey L. Bernstein, Ralph Williams)
ch. 6 Implementing Metacognitive Interventions in Disciplinary Writing Classes (Mika LaVaque and E. Margaret Evans)
ch. 7 Designs for Writing: A Metacognitive Strategy for Iterative Drafting and Revising (E. Ashley Hall, Jane Danielewicz, and Jennifer Ware)
ch. 8 Reflection, ePortfolios, and WEPO: A Reflective Account of New Practices in a New Curriculum (Kathleen Blake Yancey, Leigh Graziano, Rory Lee, and Jennifer O'Malley)
ch. 9 Annotated Bibliography (Naomi Silver)
Contributors
Index
Additional Info:
A classic matrix for thinking through classroom learning objectives as progressively more complex tasks and expectations
A classic matrix for thinking through classroom learning objectives as progressively more complex tasks and expectations
Additional Info:
A classic matrix for thinking through classroom learning objectives as progressively more complex tasks and expectations
A classic matrix for thinking through classroom learning objectives as progressively more complex tasks and expectations
Additional Info:
For those who learn through spatial representation, the skills and activities associated with Bloom's Taxonomy are laid out here in a complex diagram (various selections found in google search).
For those who learn through spatial representation, the skills and activities associated with Bloom's Taxonomy are laid out here in a complex diagram (various selections found in google search).
Additional Info:
For those who learn through spatial representation, the skills and activities associated with Bloom's Taxonomy are laid out here in a complex diagram (various selections found in google search).
For those who learn through spatial representation, the skills and activities associated with Bloom's Taxonomy are laid out here in a complex diagram (various selections found in google search).
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 ...
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.
Proleptic Pedagogy: Theological Education Anticipating the Future
Additional Info:
Click Here for Book Review
Abstract: Could we have imagined how much theological education would change in the new millennium? Shifting needs of students, classrooms, and churches have demanded constant revisions of the curriculum, course design, classroom technology, and pedagogical strategies.
Saint Paul School of Theology felt the tide of change within our own walls ...
Click Here for Book Review
Abstract: Could we have imagined how much theological education would change in the new millennium? Shifting needs of students, classrooms, and churches have demanded constant revisions of the curriculum, course design, classroom technology, and pedagogical strategies.
Saint Paul School of Theology felt the tide of change within our own walls ...
Additional Info:
Click Here for Book Review
Abstract: Could we have imagined how much theological education would change in the new millennium? Shifting needs of students, classrooms, and churches have demanded constant revisions of the curriculum, course design, classroom technology, and pedagogical strategies.
Saint Paul School of Theology felt the tide of change within our own walls and designed a project called "Proleptic Pedagogy" to address three distinct pedagogical challenges for the future of theological education. First, instead of fitting new technologies into old pedagogies, how are teaching and learning transformed by shifting needs of students who are "digital natives," "digital immigrants," or distance learners? Second, instead of reactive strategies, what pedagogy proactively eliminates "accommodations" because courses are designed with flexibility and openness to diverse learning styles, disabilities, and needs? Third, instead of engaging student diversity with the tools of the 1960s, what new teaching and learning strategies anticipate future student racial and ethnic demographics and interracial educational experiences?
This volume of essays narrates our classroom stories, teases out pedagogical issues, examines pedagogical literature, reflects on theology of pedagogy, and constructs pedagogical proposals—with an open invitation for other theological educators to join our conversation about the future of theological education. (From the Publisher)
Table Of Content:
List of Contributors
ch. 1 Proleptic Pedagogy, Transition, and Teaching toward the Future: An Introduction (Nancy R. Howell)
ch. 2 Proleptic Pedagogy, Pluralism, and Pedagogical Agility (Nancy R. Howell)
ch. 3 From Objectifying to Contemplating the Other: An Incarnational Approach to Pedagogy in Theological Education (Robert Martin)
ch. 4 Student Formation through Experiential and Transformative Learning: Pedagogical Insights from/for Contextual Education (James M. Brandt)
ch. 5 Immediacy: The Intersection of Technological and Face-to-face Modalities in Educating a Younger Generation (Claire Annelise Smith)
ch. 6 Teaching Integrative Theological Reflection as a Way of Life (Nancy R. Howell, and F. Douglas Powe Jr.)
ch. 7 Pedagogical Issues ion Theological Education for Diverse Peoples and Divergent Thinkers (Sondra Higgins Matthaei with Jami Moss)
ch. 8 Hip-Hop in the Classroom (F. Douglas Powe, Jr.)
Bibliography
Index
Click Here for Book Review
Abstract: Could we have imagined how much theological education would change in the new millennium? Shifting needs of students, classrooms, and churches have demanded constant revisions of the curriculum, course design, classroom technology, and pedagogical strategies.
Saint Paul School of Theology felt the tide of change within our own walls and designed a project called "Proleptic Pedagogy" to address three distinct pedagogical challenges for the future of theological education. First, instead of fitting new technologies into old pedagogies, how are teaching and learning transformed by shifting needs of students who are "digital natives," "digital immigrants," or distance learners? Second, instead of reactive strategies, what pedagogy proactively eliminates "accommodations" because courses are designed with flexibility and openness to diverse learning styles, disabilities, and needs? Third, instead of engaging student diversity with the tools of the 1960s, what new teaching and learning strategies anticipate future student racial and ethnic demographics and interracial educational experiences?
This volume of essays narrates our classroom stories, teases out pedagogical issues, examines pedagogical literature, reflects on theology of pedagogy, and constructs pedagogical proposals—with an open invitation for other theological educators to join our conversation about the future of theological education. (From the Publisher)
Table Of Content:
List of Contributors
ch. 1 Proleptic Pedagogy, Transition, and Teaching toward the Future: An Introduction (Nancy R. Howell)
ch. 2 Proleptic Pedagogy, Pluralism, and Pedagogical Agility (Nancy R. Howell)
ch. 3 From Objectifying to Contemplating the Other: An Incarnational Approach to Pedagogy in Theological Education (Robert Martin)
ch. 4 Student Formation through Experiential and Transformative Learning: Pedagogical Insights from/for Contextual Education (James M. Brandt)
ch. 5 Immediacy: The Intersection of Technological and Face-to-face Modalities in Educating a Younger Generation (Claire Annelise Smith)
ch. 6 Teaching Integrative Theological Reflection as a Way of Life (Nancy R. Howell, and F. Douglas Powe Jr.)
ch. 7 Pedagogical Issues ion Theological Education for Diverse Peoples and Divergent Thinkers (Sondra Higgins Matthaei with Jami Moss)
ch. 8 Hip-Hop in the Classroom (F. Douglas Powe, Jr.)
Bibliography
Index
Multiple Intelligences in the Classroom, 2nd Edition
Additional Info:
"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal.
This ...
"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal.
This ...
Additional Info:
"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal.
This new edition includes information on the eighth intelligence (the naturalist), a chapter on a possible ninth intelligence (the existential), and updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts--as well as solid outcomes of MI, including improved test scores and discipline. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life. (From the Publisher)
Table Of Content:
List of Figures
Preface
Introduction to the 2nd Edition
ch. 1 The foundations of the theory of multiple intelligences
ch. 2 MI and personal development
ch. 3 Describing intelligences in students
ch. 4 Teaching students about MI theory
ch. 5 MI and curriculum development
ch. 6 MI and teaching strategies
ch. 7 MI and the classroom environment
ch. 8 MI and classroom management
ch. 9 The MI school
ch. 10 MI and assessment
ch. 11 MI and special education
ch. 12 MI and cognitive skills
ch. 13 Other applications of MI theory
ch. 14 MI and existential intelligence
Appendixes
References
Index
"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal.
This new edition includes information on the eighth intelligence (the naturalist), a chapter on a possible ninth intelligence (the existential), and updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts--as well as solid outcomes of MI, including improved test scores and discipline. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life. (From the Publisher)
Table Of Content:
List of Figures
Preface
Introduction to the 2nd Edition
ch. 1 The foundations of the theory of multiple intelligences
ch. 2 MI and personal development
ch. 3 Describing intelligences in students
ch. 4 Teaching students about MI theory
ch. 5 MI and curriculum development
ch. 6 MI and teaching strategies
ch. 7 MI and the classroom environment
ch. 8 MI and classroom management
ch. 9 The MI school
ch. 10 MI and assessment
ch. 11 MI and special education
ch. 12 MI and cognitive skills
ch. 13 Other applications of MI theory
ch. 14 MI and existential intelligence
Appendixes
References
Index
Intelligence Reframed: Multiple Intelligences for the 21st Century
Additional Info:
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single ...
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single ...
Additional Info:
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed, Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future. (From the Publisher)
Table Of Content:
Acknowledgments
ch. 1 Intelligence and Individuality
ch. 2 Before Multiple Intelligences
ch. 3 The Theory of Multiple Intelligences: A Personal Perspective
ch. 4 Are There Additional Intelligences?
ch. 5 Is There a Moral Intelligence?
ch. 6 Myths and Realities about Multiple Intelligences
ch. 7 Issues and Answers Regarding Multiple Intelligences
ch. 8 The Intelligences of Creators and Leaders
ch. 9 Multiple Intelligences in Schools
ch. 10 Multiple Approaches to Understanding
ch. 11 Multiple Intelligences in the Wider World
ch. 12 Who Owns Intelligence?
Notes
Appendix A Books and Articles by Howard Gardner
Appendix B Other Works About the Theory of Multiple Intelligences
Appendix C Videos, Newsletters, and Miscellany
Appendix D Contacts on Multiple Intelligences Theory and Its Applications
Index
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind, Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed, Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future. (From the Publisher)
Table Of Content:
Acknowledgments
ch. 1 Intelligence and Individuality
ch. 2 Before Multiple Intelligences
ch. 3 The Theory of Multiple Intelligences: A Personal Perspective
ch. 4 Are There Additional Intelligences?
ch. 5 Is There a Moral Intelligence?
ch. 6 Myths and Realities about Multiple Intelligences
ch. 7 Issues and Answers Regarding Multiple Intelligences
ch. 8 The Intelligences of Creators and Leaders
ch. 9 Multiple Intelligences in Schools
ch. 10 Multiple Approaches to Understanding
ch. 11 Multiple Intelligences in the Wider World
ch. 12 Who Owns Intelligence?
Notes
Appendix A Books and Articles by Howard Gardner
Appendix B Other Works About the Theory of Multiple Intelligences
Appendix C Videos, Newsletters, and Miscellany
Appendix D Contacts on Multiple Intelligences Theory and Its Applications
Index
Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles
Additional Info:
Practical
Grasha never strays from showing readers how the content applies to them and their teaching.
Comprehensive
The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles; the need for discovering Who am I as a teacher? and What do I want to become?; personal change processes in teaching; exploring one's philosophy of teaching; and an integrative ...
Practical
Grasha never strays from showing readers how the content applies to them and their teaching.
Comprehensive
The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles; the need for discovering Who am I as a teacher? and What do I want to become?; personal change processes in teaching; exploring one's philosophy of teaching; and an integrative ...
Additional Info:
Practical
Grasha never strays from showing readers how the content applies to them and their teaching.
Comprehensive
The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles; the need for discovering Who am I as a teacher? and What do I want to become?; personal change processes in teaching; exploring one's philosophy of teaching; and an integrative model for selecting instructional processes that are keyed to different blends of the Expert, Formal Authority, Personal Model, Facilitator, and Delegator styles of teaching and the Independent, Avoidant, Collaborative, Dependent, Competitive, and Participant learning styles.
Creative
Written to integrate the involvement of a workshop with the information of a text, Teaching With Style captures and holds our attention. Throughout each of the eight chapters, a variety of self-reflection activities - including the Teaching Styles Inventory, Grasha-Riechmann Student Learning Style Scales, Metaphors We Teach By Questionnaire, inventories of Psychological Type, Theoretical and HIstorical Assumptions About Teaching, and numerous checklists - help faculty motivate learners, promote critical thinking, encourage active learning and retention, and develop self-directed learners.
Scholarly
Provides citations to more than 200 works by researchers and practitioners across disciplines.
(From the Publisher)
Table Of Content:
ch. 1 Identifying the Elements of Teaching Style
ch. 2 The Role of Self-Reflection in Enhancing Our Teaching Style
ch. 3 Developing a Conceptual Base for Our Teaching Style
ch. 4 An Integrated Model of Teaching and Learning Style
ch. 5 Teaching and Learning Styles in the Management of Five Basic Instructional Concerns
ch. 6 Managing the Expert, Formal Authority, Personal Model Styles
ch. 7 Developing Consultant, Resource Person, Active Listening, and Group Process Skills
ch. 8 Managing the Facilitator and Delegator Style of Teaching
References
Subject/Author Index
Practical
Grasha never strays from showing readers how the content applies to them and their teaching.
Comprehensive
The book takes the reader on a journey that includes an understanding of the elements of teaching and learning styles; the need for discovering Who am I as a teacher? and What do I want to become?; personal change processes in teaching; exploring one's philosophy of teaching; and an integrative model for selecting instructional processes that are keyed to different blends of the Expert, Formal Authority, Personal Model, Facilitator, and Delegator styles of teaching and the Independent, Avoidant, Collaborative, Dependent, Competitive, and Participant learning styles.
Creative
Written to integrate the involvement of a workshop with the information of a text, Teaching With Style captures and holds our attention. Throughout each of the eight chapters, a variety of self-reflection activities - including the Teaching Styles Inventory, Grasha-Riechmann Student Learning Style Scales, Metaphors We Teach By Questionnaire, inventories of Psychological Type, Theoretical and HIstorical Assumptions About Teaching, and numerous checklists - help faculty motivate learners, promote critical thinking, encourage active learning and retention, and develop self-directed learners.
Scholarly
Provides citations to more than 200 works by researchers and practitioners across disciplines.
(From the Publisher)
Table Of Content:
ch. 1 Identifying the Elements of Teaching Style
ch. 2 The Role of Self-Reflection in Enhancing Our Teaching Style
ch. 3 Developing a Conceptual Base for Our Teaching Style
ch. 4 An Integrated Model of Teaching and Learning Style
ch. 5 Teaching and Learning Styles in the Management of Five Basic Instructional Concerns
ch. 6 Managing the Expert, Formal Authority, Personal Model Styles
ch. 7 Developing Consultant, Resource Person, Active Listening, and Group Process Skills
ch. 8 Managing the Facilitator and Delegator Style of Teaching
References
Subject/Author Index
Additional Info:
Acknowledging that "there certainly are important abilities outside of what IQ tests measure," McGreal argues that calling these "intelligences" is unsupported by scientific warrants, and may produce needless confusion for educators. Further, he finds that such varying "intelligences" are "explainable in terms of existing concepts of personality and general intelligence."
Acknowledging that "there certainly are important abilities outside of what IQ tests measure," McGreal argues that calling these "intelligences" is unsupported by scientific warrants, and may produce needless confusion for educators. Further, he finds that such varying "intelligences" are "explainable in terms of existing concepts of personality and general intelligence."
Additional Info:
Acknowledging that "there certainly are important abilities outside of what IQ tests measure," McGreal argues that calling these "intelligences" is unsupported by scientific warrants, and may produce needless confusion for educators. Further, he finds that such varying "intelligences" are "explainable in terms of existing concepts of personality and general intelligence."
Acknowledging that "there certainly are important abilities outside of what IQ tests measure," McGreal argues that calling these "intelligences" is unsupported by scientific warrants, and may produce needless confusion for educators. Further, he finds that such varying "intelligences" are "explainable in terms of existing concepts of personality and general intelligence."
Additional Info:
Describes a new taxonomy of liberal and professional learning--a Table of Learning--that creates a system for classifying the kinds of learning faculty seek for their students, and also serves as a stimulus for the design and evaluation of education.
Describes a new taxonomy of liberal and professional learning--a Table of Learning--that creates a system for classifying the kinds of learning faculty seek for their students, and also serves as a stimulus for the design and evaluation of education.
Additional Info:
Describes a new taxonomy of liberal and professional learning--a Table of Learning--that creates a system for classifying the kinds of learning faculty seek for their students, and also serves as a stimulus for the design and evaluation of education.
Describes a new taxonomy of liberal and professional learning--a Table of Learning--that creates a system for classifying the kinds of learning faculty seek for their students, and also serves as a stimulus for the design and evaluation of education.
Additional Info:
Presentation of basic concepts of experiential learning theory informing the Kolb Learning Style Inventory, a tool designed to help individuals identify the way the learn from experience.
Presentation of basic concepts of experiential learning theory informing the Kolb Learning Style Inventory, a tool designed to help individuals identify the way the learn from experience.
Additional Info:
Presentation of basic concepts of experiential learning theory informing the Kolb Learning Style Inventory, a tool designed to help individuals identify the way the learn from experience.
Presentation of basic concepts of experiential learning theory informing the Kolb Learning Style Inventory, a tool designed to help individuals identify the way the learn from experience.
Additional Info:
Additional Info:
"In a Nutshell"
Additional Info:
Additional Info:
Additional Info:
Video. Short FAQ in which Daniel Willingham (Professor of Psychology at the University of Virginia) lays out the case against “Learning Styles” theory. With links to research papers and a YouTube video.
Video. Short FAQ in which Daniel Willingham (Professor of Psychology at the University of Virginia) lays out the case against “Learning Styles” theory. With links to research papers and a YouTube video.
Additional Info:
Video. Short FAQ in which Daniel Willingham (Professor of Psychology at the University of Virginia) lays out the case against “Learning Styles” theory. With links to research papers and a YouTube video.
Video. Short FAQ in which Daniel Willingham (Professor of Psychology at the University of Virginia) lays out the case against “Learning Styles” theory. With links to research papers and a YouTube video.
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 ...
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.
Additional Info:
Every teacher wants to improve teaching effectiveness, and a good place to begin is by understanding the various ways students perceive and process information.
Learning Style Perspectives addresses the learning needs of the students, taking into consideration individual preferences for absorbing and retaining material in an auditory, visual, or tactile manner. Lynne Celli Sarasin gives an overview of major theorists and synthesizes those theories into an approach to ...
Every teacher wants to improve teaching effectiveness, and a good place to begin is by understanding the various ways students perceive and process information.
Learning Style Perspectives addresses the learning needs of the students, taking into consideration individual preferences for absorbing and retaining material in an auditory, visual, or tactile manner. Lynne Celli Sarasin gives an overview of major theorists and synthesizes those theories into an approach to ...
Additional Info:
Every teacher wants to improve teaching effectiveness, and a good place to begin is by understanding the various ways students perceive and process information.
Learning Style Perspectives addresses the learning needs of the students, taking into consideration individual preferences for absorbing and retaining material in an auditory, visual, or tactile manner. Lynne Celli Sarasin gives an overview of major theorists and synthesizes those theories into an approach to teaching which is easily applied in any college or university classroom setting. The characteristics of auditory, visual, and tactile learners are described along with appropriate teaching techniques, student reactions, and evaluation of each style of learning. Includes easily referenced charts of descriptors, teaching strategies, and student behaviors. (From the Publisher)
Table Of Content:
ch. 1 Introduction
ch. 2 Tour of Learning Styles
ch. 3 Postsecondary Students and Learning Styles
ch. 4 Auditory Learners
ch. 5 Visual Learners
ch. 6 Tactile Learners
ch. 7 Significance of Learning Styles Research
Every teacher wants to improve teaching effectiveness, and a good place to begin is by understanding the various ways students perceive and process information.
Learning Style Perspectives addresses the learning needs of the students, taking into consideration individual preferences for absorbing and retaining material in an auditory, visual, or tactile manner. Lynne Celli Sarasin gives an overview of major theorists and synthesizes those theories into an approach to teaching which is easily applied in any college or university classroom setting. The characteristics of auditory, visual, and tactile learners are described along with appropriate teaching techniques, student reactions, and evaluation of each style of learning. Includes easily referenced charts of descriptors, teaching strategies, and student behaviors. (From the Publisher)
Table Of Content:
ch. 1 Introduction
ch. 2 Tour of Learning Styles
ch. 3 Postsecondary Students and Learning Styles
ch. 4 Auditory Learners
ch. 5 Visual Learners
ch. 6 Tactile Learners
ch. 7 Significance of Learning Styles Research
Additional Info:
The definitive Multiple Intelligences Webpage. (Homepage of Thomas Armstrong, disciple of Howard Gardner, the educator responsible for appropriating multiple intelligences for classroom use.) Lots of useful information, links, suggestions.
The definitive Multiple Intelligences Webpage. (Homepage of Thomas Armstrong, disciple of Howard Gardner, the educator responsible for appropriating multiple intelligences for classroom use.) Lots of useful information, links, suggestions.
Additional Info:
The definitive Multiple Intelligences Webpage. (Homepage of Thomas Armstrong, disciple of Howard Gardner, the educator responsible for appropriating multiple intelligences for classroom use.) Lots of useful information, links, suggestions.
The definitive Multiple Intelligences Webpage. (Homepage of Thomas Armstrong, disciple of Howard Gardner, the educator responsible for appropriating multiple intelligences for classroom use.) Lots of useful information, links, suggestions.
Additional Info:
A short essay on different modes of knowledge - intellectual, intuitive, affective, and somatic - that can be used to represent and examine texts in the context of a given course. Mark Unno teaches East Asian Religions at the University of Oregon.
A short essay on different modes of knowledge - intellectual, intuitive, affective, and somatic - that can be used to represent and examine texts in the context of a given course. Mark Unno teaches East Asian Religions at the University of Oregon.
Additional Info:
A short essay on different modes of knowledge - intellectual, intuitive, affective, and somatic - that can be used to represent and examine texts in the context of a given course. Mark Unno teaches East Asian Religions at the University of Oregon.
A short essay on different modes of knowledge - intellectual, intuitive, affective, and somatic - that can be used to represent and examine texts in the context of a given course. Mark Unno teaches East Asian Religions at the University of Oregon.
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An easy-to-use inventory to determine one’s Multiple Intelligence preferences
An easy-to-use inventory to determine one’s Multiple Intelligence preferences
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An easy-to-use inventory to determine one’s Multiple Intelligence preferences
An easy-to-use inventory to determine one’s Multiple Intelligence preferences
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Brief descriptions of different learning styles
Brief descriptions of different learning styles
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Brief descriptions of different learning styles
Brief descriptions of different learning styles
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Looks at some of the role cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
Looks at some of the role cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
Additional Info:
Looks at some of the role cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
Looks at some of the role cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
The Enneagram Intelligences: Understanding Personality for Effective Teaching and Learning
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First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine has analyzed the system and refined it for ...
First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine has analyzed the system and refined it for ...
Additional Info:
First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine has analyzed the system and refined it for use by educators and students in the quest to facilitate teaching and learning. (From the Publisher)
Table Of Content:
Ch. 1 Background to the Enneagram System
Ch. 2 The Enneagram Triads Personality Indicator for Educators
Ch. 3 The Enneagram Intelligences In-depth
Enneatype Two: The Helper
Enneatype Three: The Performer
Enneatype Four: The Royal Family
Enneatype Five: The Observer
Enneatype Six: The Questioner
Enneatype Seven: The Optimist
Enneatype Eight: The Boss
Enneatype Nine: The Peacekeeper
Enneatype One: The Perfectionist
Ch. 4 Attention Practices
Ch. 5 The Enneagram and the MBTI
Ch. 6 The Enneagram System - A Lens for the 21st Century
First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine has analyzed the system and refined it for use by educators and students in the quest to facilitate teaching and learning. (From the Publisher)
Table Of Content:
Ch. 1 Background to the Enneagram System
Ch. 2 The Enneagram Triads Personality Indicator for Educators
Ch. 3 The Enneagram Intelligences In-depth
Enneatype Two: The Helper
Enneatype Three: The Performer
Enneatype Four: The Royal Family
Enneatype Five: The Observer
Enneatype Six: The Questioner
Enneatype Seven: The Optimist
Enneatype Eight: The Boss
Enneatype Nine: The Peacekeeper
Enneatype One: The Perfectionist
Ch. 4 Attention Practices
Ch. 5 The Enneagram and the MBTI
Ch. 6 The Enneagram System - A Lens for the 21st Century