Multiple Intelligences in the Elementary School

Culinary Arts Specialty Class

2009-12-20T14:29:00.000-08:00

Culinary Arts Specialty Class

Wauka Mountain Multiple Intelligences Academy

Resource Needs List

As we begin to try to prepare for some of the wonderful opportunities that we want to provide for our students next year, we are creating a list of resources that we will need. If you are at yard sales or if you are able to buy or donate any of the following items, it would be greatly appreciated. We have cleaned out our storage barn, and we are able to begin accepting donations at this time. Thank you for your support!!

Culinary Arts School needs:

Mixing bowls – variety of sizes

Measuring cups and measuring spoons (20 sets)

Cookie Sheets (20)

Griddles (10)

Cookware – 3 or 4 sets

Crock Pots – (5)

Box Graters (20)

Mixing Spoons (many)

Cutting Boards (20)

Oven Mitts (20)

Potholders (20)

Spatulas (20)

Colanders (15)

Muffin Pans 10)

Mini-Muffin Pans 10)

Pizza Pans 10)

Stock pots (2)

Wooden spoons (20)

Whisks of all sizes (20)

Box graters (10)

Tongs (10)

Timers (20)

Salt shakers (10)

Pepper grinders (10)

Veggie peelers (20)

Garlic press (10)

Pyrex dishes (10)

Casserole dishes (10)

Salad bowls (10)

Food Processors (5)

Stand Mixers (10)

Cooling racks (20)

Canisters (10 sets)

Hot Pads (10)

Sets of dishes (2 sets)

Sets of flatware (2 sets)

Tupperware/storage containers (multiple)

Slotted spoons (20)

Ice cream scooper (10)

Monthly Charter Newsletter-November

2009-11-17T10:43:00.001-08:00

November Charter School Newsletter

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Monthly Charter Newsletter-October

2009-11-17T10:42:00.000-08:00

Oct Charter Newsletter

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What will next year look like??

2009-10-17T10:41:00.000-07:00

Boe Presentation

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Multiple Intelligence Powerpoint

2009-09-17T10:37:00.000-07:00

Mi Charter Presentation

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Charter Application is complete!!!

2009-09-01T10:19:00.000-07:00

We have submitted our application to the state....we are waiting approval, should know something in March.

Wauka Mt Multiple Intelligences Academy Application

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Where are we now.....

2009-08-23T04:40:00.000-07:00

We are currently in the progress of writing our Charter. It is due the first of November. The final charter will be made available on here and on our school website on September 1st. On September 14th at 6:00 we will have a called meeting where all parents and staff will take one final vote.

We are also trying to finalize a weekly schedule and decide our specialty classes. Once we have established what specialty classes will be taught we will immediately begin looking for grants to help supply our needs for the classes.

The schools we have visited....

2009-05-17T10:43:00.001-07:00

We sent a group of staff members to the following MI Schools. Thank you for allowing us to visit your schools!

The Key Learning Community
Indianapolis, Indiana
website

The Capitol School
Tuscaloosa, Alabama
website

Enota Multiple Intelligence Academy
Gainesville, Georgia
website

Howard Gardner Speaks about MI in schools

2009-05-17T10:38:00.000-07:00

Laws Charter Schools Must Follow

2009-05-17T10:22:00.000-07:00

What rules are waived [when approved as a charter school]:

All school-related state and local rules, regulations, policies, and procedures of the local board, the SBOE, and the Department of Education (except the Charter Schools Act and the SBOE Charter Schools Rule and Guidance)

Source:

What Is NOT Waived?

Charter Schools Act of 1998, O.C.G.A. §20-2-2061 et seq.

State Board of Education Charter Schools Rule160-4-9-.04

School Accountability Provisions O.C.G.A. §20-14-30 through O.C.G.A. §20-14-41

Shall Not Charge TuitionO.C.G.A. §20-2-133

Unlawful Conduct in or near a Public SchoolO.C.G.A. §20-2-1180 through O.C.G.A. §20-2-1182

Reporting Requirements –Student Data CollectionO.C.G.A. §20-2-320

Brief Period of Quiet ReflectionO.C.G.A. §20-2-1050, §20-2-1051

Open and Public MeetingsO.C.G.A. §20-2-85

Inspection of Public RecordsO.C.G.A. §50-18-70

Fingerprinting and Criminal Record Check of All Personnel Employed by the Charter SchoolO.C.G.A. §20-2-211

All federal, state, and local rules, regulations, court orders, and statutes relating to:

Civil rights

Insurance

Protection of the physical health and safety of school students, employees, and visitors

Conflicting interest transactions

Prevention of unlawful conduct

From Title 20, the Georgia legislation that pertains to charter schools:

20-2-2065. Waiver of provisions of this title; requirements for operating; control and management

(a) Except as provided in this article or in a charter, a charter school, or for charter systems, each school within the system, shall not be subject to the provisions of this title or any state or local rule, regulation, policy, or procedure relating to schools within an

applicable school system regardless of whether such rule, regulation, policy, or procedure is established by the local board, the state board, or the Department of Education; provided, however, that the state board may establish rules, regulations, policies, or procedures consistent with this article relating to charter schools. A waiver granted pursuant to this Code section for a charter system shall apply to each system charter

school within the system. In exchange for such a waiver, the charter school agrees to meet or exceed the performance based goals included in the charter and approved by the local board or, for the charter system, the system agrees to meet or exceed the systemwide performance based goals included in the charter and approved by the state board, including but not limited to raising student achievement. For a charter system, the charter shall delineate the performance based goals that the system and each school will be expected to meet as well as the criteria by which a system charter may be revoked in addition to those contained in Code Section 20-2-2068.

(b) In determining whether to approve a charter petition or renew an existing charter, the local board and state board shall ensure that a charter school, or for charter systems, each school within the system, shall be:

(1) A public, nonsectarian, nonreligious, nonprofit school that is not home based, provided that a charter school's nonprofit status shall not prevent the school from

contracting for the services of a for profit entity and that nothing in this Code section shall preclude the use of computer and Internet based instruction for students in a virtual

or remote setting;

(2) Subject to the control and management of the local board of the local school system in which the charter school is located, as provided in the charter and in a manner consistent with the Constitution, if a local charter school;

(3) Subject to the supervision of the state board, as provided in the charter and in a manner consistent with the Constitution, if a state chartered special school;

(4) Organized and operated as a nonprofit corporation under the laws of this state; provided, however, that this paragraph shall not apply to any charter petitioner

And finally,

The entire 22-page Charter School Act of 1998 (Georgia)

http://public.doe.k12.ga.us/DMGetDocument.aspx/TITLE%2020%20Charter%20Schools%20Act%20of%201998%20as%20Amended%20July%201%202007.pdf?p=6CC6799F8C1371F6E193D2CEE68616A7D17C198A86DC1869ECE3061673EC9909&Type=D

Our next steps....

2009-04-24T18:54:00.000-07:00

It's official!! As of today, after a parent vote, we have parent and staff support!! Our next step is to apply for our Charter...which is to be completed by November! Now is the time to get excited...let's build our dream! We need and want everyone's support and opinions....we are doing this for our kids!

Information about writing Grants

2009-04-20T13:36:00.000-07:00

This was compiled by..... http://www.edutopia.org/grant-information

You might also consider contacting local community foundations, service organizations and businesses in your area, or your state department of education, which may provide school site-based grants in support of educational technology.

Web Sites with Grant Information

eSchool News online

This online version of a monthly magazine contains a grants section with regularly updated grant, scholarship, professional development, and other funding opportunities for both educators and students.

Email: info@eschoolnews.com
Phone: (800) 394-0115
eSchool News, 7920 Norfolk Avenue, Suite 900, Bethesda, MD 20814

FastWEB

The largest online scholarship search available, with 400,000 scholarships representing over one billion in scholarship dollars. Provides students with accurate, regularly updated information on scholarships, grants, and fellowships suited to their goals and qualifications at no cost.

Email: webmaster@fastweb.com
Phone: (847) 785-8000
FastWEB, 2550 Commonwealth Avenue, North Chicago, IL 60064

The Foundation Center

An independent nonprofit information clearinghouse on grants available throughout the United States with headquarters in New York, and additional libraries in Washington, DC, Atlanta, Cleveland, and San Francisco. The center offers publications, including directories of foundation and corporate grantmakers, research advice, custom research, and database searching. The Web site includes online training in grantseeking, proposal writing, and funding research, as well as an online librarian.

Email: library@fdncenter.org
Phone: (800) 424-9836 or (212) 620-4230
The Foundation Center, 79 Fifth Avenue, New York, NY 10003-3076

GrantsAlert.com

This Web site's goal is to "make life a little easier for those who devote their time to searching for education grants and identifying new funding opportunities for their organizations, schools, districts, consortia, and state education agencies."

Email: jmizereck@grantsalert.com
Phone: (850) 385-0488
GrantsAlert.com, PO Box 38051, Tallahassee, FL 32315-8051

Grants.gov

Allows organizations to electronically find and apply for competitive grant opportunities from all federal grant-making agencies, and encompasses over 900 grant programs offered by the twenty six Federal grant-making agencies. It streamlines the process of awarding over $350 billion annually to state and local governments, academia, not-for-profits, and other organizations.

Email: support@grants.gov
Phone: (800) 518-4726
200 Independence Avenue, SW, HHH Building, Room 739F, Washington, DC 20201

Grantsandfunding.com

Offers a complete listing of all Thompson Publishing Group publications that focus on grant and funding issues. Subscribers of the group's publications have access to a special section that provides resources such as grant deadlines, highlights of funding issues, and links to related Web sites.

Email: service@thompson.com
Phone: (800) 964-5815 or (813) 282-8807
Thompson Publishing Group, Inc., 1725 K Street NW, Suite 700, Washington, DC 20006

SchoolGrants

A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. The site offers fundraising ideas, sample proposals, grant writing tips, and scholarship information.

Email: help@schoolgrants.org

Periodicals with Grant Information

MultiMedia Schools

This magazine addresses multiple technologies used in K-12 schools today. Selected full-text content is now available online. Includes a NewsWatch section, which posts technology-related funding news and links.

Publisher: Information Today
Phone: (609) 654-6266

Technology & Learning Online

The online version of this magazine contains a Grants and Contests section with a searchable database of regularly updated grant, scholarship, professional development, and other funding opportunities for both educators and students. The site integrated with Gwen Solomon's Well Connected Educator, producing a more extensive site that includes an interactive forum, software reviews, and other resources. Published eight times a year.

Publisher: Miller Freeman
Phone: (800) 607-4410
Miller Freeman, 600 Harrison Street, San Francisco, CA 94107

Corporate and Foundation Grants

Computing Science Exploration Grant Program

Fourier Systems launched its first grant in June to give "educators an opportunity to create and implement a science classroom supported by technology." Entry for this grant program is open until January 1, 2009. Fourier Systems will match the winner's technology contribution up to $7,500 and give them a $500 voucher for probeware. The three runners-up will also receive $500 vouchers for Fourier Systems probeware. Enter online.

Corning Foundation

The Corning Foundation educational grants support community-service programs for students, curriculum enrichment, student scholarships, facility improvement, and instructional-technology projects for the classroom. The foundation directs resources primarily toward initiatives that improve the quality of life near Corning Inc. locations. Each year, the foundation fulfills approximately 225 grants totaling some $2,25 million. Support goes to institutions that are tax-exempt under Section 501(c)(3) of the Internal Revenue Code and which are public charities as defined in Section 509(a) of the Code.

International Technology Education Association (ITEA)

A professional association for technology-education teachers who teach problem-based learning using math, science, and technology principles. The Grants/Scholarships/Awards section provides information on support programs offered by the Foundation for Technology Education and ITEA. Opportunities are available to ITEA members only.

Email: itea@iris.org
Phone: (703) 860-2100
ITEA, 1914 Association Drive, Suite 201, Reston, VA 20191-1539

NEC Foundation of America

The NEC Foundation of America supports programs with national reach and impact in assistive technology for people with disabilities. Application deadlines are March 1 and September 1. The application process takes six months.

Email: foundation@necfoundation.org
Phone: (631) 232-2212
NEC Foundation of America, 2950 Express Drive South, Suite 102, Islandia, NY 11749-1412

Sun Microsystems Foundation Open Gateway Grants Program

Provides hardware and software grants, training, and technical support to assist schools, particularly in economically disadvantaged communities, in making the transition to network computing, assist schools in utilizing network-based tools to implement new teaching strategies that improve instruction and student outcomes, and promote the full integration of technology into curriculum to help ensure that students are prepared to become information workers of tomorrow.

Email: corpaffrs@corp.sun.com
Phone: (650) 336-0487
Sun Microsystems, Corporate Affairs Dept., 901 San Antonio Road, M/S UPAL01-462, Palo Alto, CA 94303

Toyota USA Foundation

Committed to improving K-12 education, the Foundation offers grants to nonprofit organizations for projects which increase the productivity of students and/or educators primarily in the areas of math and science. Applications are reviewed continually (no deadline).

Phone: (800) 331-4331
Foundation Administrator, Toyota USA Foundation, A404, 19001 S. Western Avenue, Torrance, CA 90509

Government Grants

National Science Foundation (NSF)

The NSF supports research and education in science and engineering through grants, contracts, and cooperative agreements to more than 2,000 colleges, universities, and other research and/or education institutions in all parts of the United States. The foundation accounts for about 20 percent of federal support to academic institutions for basic research.

Email: info@nsf.gov
Phone: (703) 292-5111, (800) 877-8339
TDD: (703) 292-5090
National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230

U.S. Department of Education Funding Opportunities

Funding opportunities in individual offices and programs of the U.S. Department of Education (Bilingual Education and Minority Languages, Comprehensive School Reform Demonstration, Postsecondary Institutions, Migrant Education, and so on). Links to grants and contracts information, department guidelines and regulations, and Federal Register documents (invitations for grant applications, requests for comments, and so on).

Technology Donation Programs

Computer Recycling Center (CRC)

Through its Recycling Computers for Education program, the CRC has been placing refurbished computers in California schools for the past five years. With its new "One Hundred for One Hundred" national campaign, the CRC's goal is to inspire one hundred groups, businesses, or individuals to collect one hundred computers each over the course of one hundred days, and then place these computers in schools within each community.

Email: info@crc.org
Phone: (888) 887-3372
1275 4th St., lockbox 200 PMB, Santa Rosa, CA 95404

Computers for Learning

The Computers for Learning program donates surplus federal computer equipment to schools and educational nonprofit organizations, giving special consideration to those with the greatest need. Any public, private, or parochial school or home school serving preK-12 students in the United States or its territories is eligible.

Hotline: (866) 472-9161

Gifts In Kind International

Each year, thousands of companies contribute hundreds of millions of dollars in newly manufactured products through Gifts In Kind International to a network of over 50,000 charities around the world. To receive product donations and discounts, registration with Gifts In Kind International's Agency Partner program is required. The annual cost is $125 if your revenue is less than $1 million and $250 if your budget is more than $1 million.

Phone: (703) 836-2121
Gifts In Kind International, 333 North Fairfax St., Alexandria, VA 22314

What is a Conversion Charter School?

2009-04-20T13:33:00.000-07:00

Below is a link where you can find Frequently Asked Questions about Charter Schools on the Georgia Department of Education website.

http://public.doe.k12.ga.us/pea_charter.aspx?PageReq=CIIAPCharterFAQS

Article by Howard Gardner

2009-04-19T12:42:00.000-07:00

Four Factors In Educational Reform

by Howard Gardner

Many of us interested in efforts at educational reform have focused on the learner or student, be she a young child in preschool or an adult bent on acquiring a new skill. It is clarifying to have such a focus and, indeed, any efforts at reform are doomed to fail unless they concentrate on the properties and potentials of the individual learner. My own work on multiple intelligences has partaken of this general focus; colleagues and I have sought to foster a range of intellectual strengths in our students.

But after several years of active involvement in efforts at educational reform, I am convinced that success depends upon the active involvement of at least four factors:

Assessment * Unless one is able to assess the learning that takes place in different domains, and by different cognitive processes, even superior curricular innovations are destined to remain unutilized. In this country, assessment drives instruction. We must devise procedures and instruments which are "intelligence-fair" and which allow us to look directly at the kinds of learning in which we are interested.

Curriculum * Far too much of what is taught today is included primarily for historical reasons. Even teachers, not to mention students, often cannot explain why a certain topic needs to be covered in school. We need to reconfigure curricula so that they focus on skills, knowledge, and above all, understandings that are truly desirable in out country today. And we need to adapt those curricula as much as possible to the particular learning styles and strengths of students.

Teacher Education * While most teacher education institutions make an honest effort to produce teaching candidates of high quality, these institutions have not been at the forefront of efforts at educational improvement. Too often they are weighted down by students of indifferent quality and by excessive - and often counterproductive - requirements which surround training and certification. We need to attract stronger individuals into teaching, improve conditions so that they will remain in teaching, and use our master teachers to help train the next generation of students and teachers.

Community Participation * In the past, Americans have been content to place most educational burdens on the schools. This is no longer a viable option. The increasing cognitive demands of schooling, the severe problems in our society today, and the need for support of students which extends well beyond the 9-3 period each day, all make it essential that other individuals and institutions contribute to the educational process. In addition to support from family members and other mentoring adults, such institutions as business, the professions, and especially museums need to be involved much more intimately in the educational process.

Too often, Americans have responded to educational needs only in times of crisis. This is an unacceptable approach. Education works effectively only when responsibility is assumed over the long run. We have made significant progress in this regard over the past decade. There is reason to be optimistic for students of the future, as dedicated individuals continue to collaborate in solving the challenging educational problems of our time.

Dr. Howard Gardner is a Professor of Education and Co-chair of Project Zero at Harvard University. He is the author of nine books, including Frames of Mind: The Theory of Multiple Intelligences (1983), and To Open Minds: Chinese Clues to the Dilemma of Comtemporary Education (1989).

Multiple Intelligences in the Classroom

2009-04-19T12:39:00.001-07:00

Of the seven different ways we learn, schools focus on only two.
Add the other five, and you increase the chances of success

by Bruce Campbell

One of the articles in The Learning Revolution (IC#27)
Winter 1991, Page 12
Copyright (c)1991, 1996 by Context Institute

The story of much recent innovation in education follows a familiar pattern: the theory of an innovative thinker (in this case, Harvard's Howard Gardner) gets applied by an innovative practitioner (third grade teacher Bruce Campbell), who puts the flesh of action on the bones of thinking. Along the way, theories get substantiated, the subjects of the successful experiment benefit greatly - and, as Bruce Campbell reports in this self-interview, the experimenter is forever altered.

Bruce, together with his wife Linda MacRae-Campbell and Dee Dickinson (Dee and Linda are guest editors for this issue), is currently co-authoring a book titled LearningWorks: Teaching and Learning through the Multiple Intelligences. Contact the Campbells at 19614 Soundview Drive, Stanwood, WA 98292, 206/652-9502.

If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place.

- Margaret Mead

In recent years, new definitions of intelligence have gained acceptance and have dramatically enhanced the appraisal of human competencies. Howard Gardner of Harvard University in his book, Frames of Mind: The Theory of Multiple Intelligences, suggests that there are at least seven human intelligences, two of which, verbal/linguistic intelligence and logical/mathematical
intelligence, have dominated the traditional pedagogy of western societies.

The five non-traditional intelligences, spatial, musical, kinesthetic, interpersonal
and intrapersonal, have generally been overlooked in education. However, if we can develop ways to teach and learn by engaging all seven intelligences, we will increase the possibilities for student success and create the opportunity to, in Margaret Mead's words, "weave a social fabric in which each diverse human gift will find a fitting place."

How can the Multiple Intelligences be implemented in the classroom?

To implement Gardner's theory in an educational setting, I organized my third grade classroom in Marysville, Washington, into seven learning centers, each dedicated to one of the seven intelligences. The students spend approximately two-thirds of each school day moving through the centers - 15 to 20 minutes at each center. Curriculum is thematic, and the centers provide seven different ways for the students to learn the subject matter.

Each day begins with a brief lecture and discussion explaining one aspect of the current theme. For example, during a unit on outer space, the morning's lecture might focus on spiral galaxies. In a unit about the arts of Africa, one lecture might describe the Adinkra textile patterns of Ghana. After the morning lecture, a timer is set and students - in groups of three or four - start work at their centers, eventually rotating through all seven.

What kinds of learning activities take place at each center?

All students learn each day's lesson in seven ways. They build models, dance, make collaborative decisions, create songs, solve deductive reasoning problems, read, write, and illustrate all in one school day. Some more specific examples of activities at each center follow:

In the Personal Work Center (Intrapersonal Intelligence), students explore the present area of study through research, reflection, or individual projects.
In the Working Together Center (Interpersonal Intelligence), they develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that day's topic collaboratively.
In the Music Center (Musical Intelligence), students compose and sing songs about the subject matter, make their own instruments, and learn in rhythmical ways.
In the Art Center (Spatial Intelligence), they explore a subject area using diverse art media, manipulables, puzzles, charts, and pictures.
In the Building Center (Kinesthetic Intelligence), they build models, dramatize events, and dance, all in ways that relate to the content of that day's subject matter.
In the Reading Center (Verbal/Linguistic Intelligence), students read, write, and learn in many traditional modes. They analyze and organize information in written form.
In the Math & Science
Center (Logical/ Mathematical Intelligence), they work with math games, manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem solving.

Following their work at the centers, a few minutes are set aside for groups and individual students to share their work from the centers. Much of the remainder of the day is spent with students working on independent projects, either individually or in small groups where they apply the diverse skills developed at the centers. The daily work at the seven centers profoundly influences their ability to make informative, entertaining, multimodal presentations of their studies. Additionally, it is common for parents to comment on how much more expressive their children have become at home.

What are some of the results of this program?

During the 1989-1990 school year, an action research project was conducted in my classroom to assess the effects of this multimodal learning format. A daily teacher's journal was kept with specific entries recording the following:

general daily comments
a daily evaluation of how focused or "on-task" students were
an evaluation of the transitions between centers
an explanation of any discipline problems
a self-assessment - how the teacher's time was used
tracking of three individuals, previously identified as students with behavior problems.

In addition, a Classroom Climate Survey was administered 12 times during the year, a Student Assessment Inventory of work at the seven centers was administered nine times during the year, and a Center Group Survey was administered eight times during the year.

The research data revealed the following:

1. The students develop increased responsibility, self-direction and independence over the course of the year. Although no attempt was made to compare this group of students with those in other third grade classes, the self-direction and motivation of these students was apparent to numerous classroom visitors. The students became skilled at developing their own projects, gathering the necessary resources and materials, and making well-planned presentations of all kinds.

2. Discipline problems were significantly reduced. Students previously identified as having serious behavior problems showed rapid improvement during the first six weeks of school. By mid-year, they were making important contributions to their groups. And by year's end, they had assumed positive leadership roles which had not formerly been evident.

3. All students developed and applied new skills. In the fall, most students described only one center as their "favorite" and as the one where they felt confident. (The distribution among the seven centers was relatively even.) By mid-year, most identified three to four favorite centers. By year's end, every student identified at least six centers which were favorites and at which they felt skilled. Moreover, they were all making multimodal presentations of independent projects including songs, skits, visuals, poems, games, surveys, puzzles, and group participation activities.

4. Cooperative learning skills improved in all students. Since so much of the center work was collaborative, students became highly skilled at listening, helping each other, sharing leadership in different activities, accommodating group changes, and introducing new classmates to the program. They learned not only to respect each other, but also to appreciate and call upon the unique gifts and abilities of their classmates.

5. Academic achievement improved. Standardized test scores were above state and national averages in all areas. Retention was high on a classroom year-end test of all areas studied during the year. Methods for recalling information were predominantly musical, visual and kinesthetic, indicating the influence of working through the different intelligences. Students who had previously been unsuccessful in school became high achievers in new areas.

In summary, it is clear that students' learning improved. Many students said they enjoyed school for the first time. And as the school year progressed, new skills emerged: some students discovered musical, artistic, literary, mathematical and other new-found capacities and abilities. Others became skilled leaders. In addition, self-confidence and motivation increased significantly. Finally, students developed responsibility, self-reliance and independence as they took an active role in shaping their own learning experiences.

What is the teacher's role in a Multiple Intelligences program?

The teacher's role also transforms in this type of program. I developed skills different from those I would develop by standing in front of a class lecturing each day. I need to observe my students from seven new perspectives. In planning the centers, I find I am pushing my students from behind rather than pulling them from in front. Also I am working with them, rather than for them. I explore what they explore, discover what they discover, and often learn what they learn. I find my satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly. And most importantly, because I am planning for such a diversity of activities, I have become more creative and multimodal in my own thinking and my own learning. I can now comfortably write and sing songs. I am learning to draw and paint. I see growth and development within myself. I sometimes wonder who is changing the most, my students or myself.

Why is a Multiple Intelligences model successful?

The reasons for the academic and behavioral success of the program appear to be twofold. First, every student has an opportunity to specialize and excel in at least one area. Usually, however, it is three or four. In the two years since this program was initiated, I have not had one student who was unable to find an area of specialty and success. Secondly, each student learns the subject matter in a variety of different ways, thereby multiplying chances of successfully understanding and retaining that information.

Many student needs are met through this program. Their intellectual needs are met by constantly being challenged and frequently exercising their creativity. At the same time, their emotional needs are met by working closely with others. They develop diverse strengths, and they understand themselves better as individuals.

The emphasis in such a program is upon learning rather than teaching. The students' interests and developmental needs dictate the direction of the program. Such a model adapts
to students, rather than expecting students to adapt to it. From my own classroom experiences, I believe that teaching and learning through the multiple intelligences helps solve many common school problems and optimizes the learning experience for students and teachers alike. Again following Margaret Mead, if we educate to engage the "whole gamut of human potentialities" in the classroom, society will benefit by enabling "each diverse human gift to find its fitting place."

The eight intelligences

2009-04-19T11:04:00.000-07:00

The Eight Intelligences Explained

1) Verbal-Linguistic

- The Writer/Speaker Children with strong Verbal-Linguistic intelligence will have a propensity to produce language and sensitivity to the nuances, order and rhythm of words. These students love to read, write and tell stories. They have good memories for names, places, dates and trivia. Professionals with strong VL intelligence will be writers, public speakers, teachers, and actors. Some historical examples include Abraham Lincoln, T.S. Elliot and Charlton Heston.

2) Math-Logical - The Scientist

Children with strong Math-Logical intelligence have the ability to reason deductively and can recognize and manipulate abstract patterns or relationships. Students who have strong problem-solving and reasoning skills will excel in this intelligence. Adults with this intelligence will work as scientists, mathematicians, computer programmers, lawyers or accountants. Some historical examples include Albert Einstein, Nicolae Tesla, Alexander Graham Bell.

3) Spatial - The Builder

Children with Spatial intelligence have the ability to create visual-spatial representations and can transfer them mentally or concretely. Students who exhibit this intelligence need a mental or physical "picture" to understand the information being presented. Professionals in this intelligence are typically graphic artists, architects, cartographers and sculptors. Some historical examples include Frank Lloyd Wright, Pablo Picasso, and Bobby Fischer.

4) Musical - The Composer

Children with strong Musical intelligence have great sensitivity to the rhythm of sounds (e.g. pitch, timbre, composition). Students strong in this intelligence will enjoy listening to music and may ultimately work as singers, songwriters, composers, or even music teachers. Some historical examples include Ludwig van Beethoven, J.S. Bach, and Mozart.

5) Bodily-Kinesthetic - The Athlete

Children with strong Bodily-Kinesthetic intelligence gravitate towards athletics; however, they also may use their bodies to solve problems, or convey ideas and emotions. Students with BK intelligence will be good at physical activities, have good hand-eye coordination and may have a tendency to move around a lot while expressing themselves. Professionals using BK intelligence will include athletes, surgeons, dancers and even inventors. Some historical examples include Michael Jordan, Tiger Woods, and Andre Agassi.

6) Interpersonal - The Peacemaker

Children with strong Interpersonal intelligence work effectively in a group and understand and recognize the goals, motivations and intentions of others. Students with this intelligence thrive in cooperative, group work situations and are skilled at communicating, mediating and negotiating. Professionals in this intelligence may be teachers, therapists, and salespeople. Some historical examples include Mohandas Gandhi, Mother Theresa and Ronald Reagan.

7) Intrapersonal - The Philosopher

Children who are strong in the Intrapersonal intelligence have the ability to understand one's own emotions, goals and motivations. These students have good instincts about their strengths and abilities. This intelligence will be highly developed in professionals who work as philosophers, psychiatrists or religious leaders. Some historical examples include Eleanor Roosevelt and Sigmund Freud.

8) Naturalist - The Earth Lover

Children with strong focus in this intelligence will exhibit an affinity for all things nature. These students will enjoy and thrive when learning about nature topics, such as flora and fauna. Some professions with focus on this intelligence will include forest rangers, botanists, farmers and biologists. Some historical examples include Charles Darwin, John Muir.

What is Multiple Intelligences?

2009-04-12T12:54:00.000-07:00

In 1983, Dr. Gardner who is a professor at Harvard, developed a theory that suggests that the traditional notion of intelligence, based on IQ testing is far too limited. Howard Gardner says: “Much if not most of what happens in schools happens because that is the way it was done in earlier generations, not because we have a convincing rationale for maintaining it today. The often-heard statement that school is basically custodial rather than educational harbors more than a grain of truth.”

Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. He believed that it is not how smart you are, but it is how you are smart. His eight intelligences are: nature smart, people smart, number smart, picture smart, self smart, body smart, music smart and word smart.

There are several benefits of using the multiple intelligences model. Teachers and staff may come to regard intellectual ability more broadly and students become more active, involved learners. The classroom acts like the “real” world. The parents and community become more involved as we rely on them to be resources for learning. Most importantly, students will be able to demonstrate and share their strengths. Building strengths gives a student motivation and a love for learning.

Welcome!!

2009-04-11T05:38:00.000-07:00

This is a blog to give parents and educators information about multiple intelligences and what it means to become a conversion charter school.