SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1a There is evidence that the curriculum is aligned with the academic expectations, core content for assessment, transformation, and the program of studies; in order to eliminate unnecessary overlaps and close gaps.
1.1d There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configuration (e.g.,from primary to middle, and high).
1.1e The school curriculum provides specific links to continue education life and career options.
Standard 2 - Academic Performance - Classroom Evaulation/Assessment
2.1c Students can articulate the academic expectations in each class and know what is required to be proficient.
2.1d Test scores are used to identify curriculum gaps.
2.1e Multiple assessments are specifically designed to provide meaningful feedback to student learning for instructional purposes.
2.1f Performance standards are clearly communicated, evident in classrooms and observable in student work.
2.1h Samples of student work are analyzed to inform instruction, revise curriculum and pedagogy, and obtain information on student progress.
Standard 3 - Academic Performance - Instruction
3.1a There is evidence that effective and varied instructional strategies are used in all classrooms.
3.1c Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.
3.1d Teachers demonstrate the content knowledge necessary to challenge and motivate students to high levels of learning.

Scenario

Jerry was, at best, a so-so student in his class at Washington Middle School. He was quiet most of the time, but occasionally he became disruptive, particularly later in the day. He wasn’t active in many after school activities, and he seemed very eager at 3:00 to “get out and get to work.”

Mr. Adams, his social studies teacher, went to the local hardware store owned by Jerry’s family and saw a very different side of his student. Instead of the complacent, uninterested young man that he saw every day in his history class, Jerry was a dynamo in this environment. He loved being allowed to help out after school, helping people, and even making change at the cash register. Mr. Adams was astounded at how well Jerry knew the store’s stock. He could find any size nail, tool, or hinge with seemingly no effort. It was obvious that he was proud of his ability. Jerry’s face showed an animation and joy that Mr. Adams never saw at school.

Mr. Adams needed help with refinishing a desk, and Jerry was able to show him the materials he needed and even gave him advice about the best finish to apply. As it turned out, the advice was very sound, and the desk turned out beautifully.

As he was checking out, Jerry even shook Mr. Adams’ hand, and said, “Come back anytime—always glad to help out one of my teachers!” Mr. Adams was delighted and surprised. This was a Jerry he didn’t know. He tried to think of ways that he could get Jerry to exhibit the same energy and enthusiasm in class that he saw at the hardware store.

Introduction

Some students find a style of learning that works for them and have developed coping strategies to make school meaningful for them. Not all students are that lucky. Students like Jerry have much more difficulty doing so.

Some never find their place, and they consequently feel out of place. Their motivation drops off. They can mark time until they graduate or just dropout. Their teachers may say, “Well, we taught them; they just didn’t learn!” Thankfully, an alternative view is stated in Senge, Kleiner, Roberts, Ross, Roth, and Smith (1999):

Our assembly line thinking forces us to treat the natural variety of human being as somehow aberrant because they do not fit the needs of the machine. Edward Joyner of the Yale School Development Program says, "Those of us who have taught know that you can know the subject matter well and not be able to deliver it if you don’t know the children". (p.10)

What do we need to know about the children? Schargel and Smink (2001) make the case for varying instruction to capitalize on different learning styles when they write:

 Effective teachers recognize that not all students learn in the same way. Some learn best when the material is presented visually; others need to hear the information or recite it aloud. Some flourish when instruction involves hands-on manipulation; others prefer far more active pursuits. Some do well in small groups in which students teach one another; others would rather work on their own. Some thrive for stimulation and high-energy activities; others need time for reflection. The best classroom instruction includes a variety of activities and empowers all students, no matter what their learning style (p.152).

A very promising approach used by many educators to take into account different learning styles and provide children with greater opportunities has been the theory of “multiple intelligences” (MI) expounded by Howard Gardner (1983, 1993, and 1999).

Gardner defines intelligence as the ability to solve problems or to create products that are valued in one or more cultural settings. Gardner and many others challenge the notion of only verbal and quantitative intelligences that limit and label. Researcher, educators, and parents contend that these tests merely demonstrate that one is or is not good at standardized tests. Instead, students should not be judged by what they can do and education should focus on bring out the individual’s potential. Gardner has described nine intelligences that all normal human beings possess.

 He uses eight different criteria to judge whether a candidate ability can be counted as an intelligence:

1.  potential isolation by brain damage
2. existence of savants, prodigies, and other exceptional individuals
3.  an identifiable core set of operations--basic kind of information-processing operations or mechanisms that deal with one specific kind of input
4. a distinctive developmental history, along with a definite set of "end-state" performances
5. an evolutionary history and evolutionary plausibility
6. support from experimental and psychological tasks
7. support from psychometric findings
8. susceptibility to encoding from a symbol system (Harvard Project Zero, 1999)

These intelligences are sets of abilities, talents, or mental skills. Most people can develop each of these intelligences. They tend to work together in complex ways, and there are many ways to be smart in each of the intelligences. This new theory of learning and intelligence, the Theory of Multiple Intelligence, is forcing educators and policy makers to reconsider the pedagogical methods of the last century. (Schargel & Smink, 2001; Carvin)

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Strategies

There is a wealth of information available on how to incorporate MI theory into the classroom.  Below you will find links to MI assessments, and a strategy (mindmapping) for incorporating MI into your own activities followed by examples for brainstorming. 

Check the Resource Section for a wealth of annotated web sites and print resources devoted to MI theory.  These resources include implementation strategies, lesson plans, and more in depth information on MI theory. 

MI Assessment
The Multiple Intelligences Survey (McKenzie, 1999) is a tool for assessment that may be used to determine MI strengths.  Educators may print the assessment for use in the classroom.
The Multiple Intelligence Inventory  (Adaptive Technology Resource Center, 2002) can be used as a component in an instructional module on multiple intelligences, providing students with instant feedback, and the tools to explore how multiple intelligences vary from person to person.  A printable version is available or the inventory may be taken online.
Mindmapping
Mindmapping is a strategy to develop a lesson plan or unit that exercises some or all of the intelligences.  The mindmap is a graphic organizer with the center being the unit, theme, skill, or concept to be taught.  From the center, draw eight or nine lines, radiating out, representing each of the intelligences.  Brainstorm and write down ideas for teaching the topic that are related to each of the intelligences. (Armstrong; Schargel and Smink, 2001)  Armstrong points out that this is a spatial-linguistic approach to brainstorming. 

 Teachers or learners should choose a way of brainstorming that fits their learning style.

The lists below provide examples of teaching and learning activities associated with each of the intelligences:

Verbal/linguistic

Teaching Activities:  lectures, discussions, word games, storytelling, choral reading, journal writing
Learning Activities:
• Create a class newsletter
• Make up word puzzles
• Conduct interviews
• Compare/Discuss a Story
• Conduct  an Interview
• Create a Booklet
• Create a Slogan
• Develop a Dictionary of new terms
• Develop a Petition
• Lead a Class Discussion
• Lead a Press Conference
• Participate in a Debate
• Write and/or Tell a Story
• Write a creative Advertisement
• Write a Poem
• Write a Script to a TV Production
• Write Text for a Power Point Presentation
• Write Text for a Web page

Logical/Mathematical
Teaching Activities:  brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking
Learning Activities:
• Develop spreadsheets
• Categorize Information and facts about your topic
• Compare and/or contrast a topic using Graphs
• Create a Venn Diagram Create a Pamphlet of info
• Create and conduct an Experiment
• Create Word Puzzles for your classmates
• Create a Timeline
• Develop a Fact file
• Develop a Game about your topic
• Develop a Memory System based on numbers/patterns
• Interpret data from your topic area
• Keep a Journal on your topic
• Produce a Document in Excel
• Translate data from a variety of sources
• Make a Calendar related to your topic
• Develop and Present a Database
• Use your deductive reasoning skills
• Write a computer program or modify an existing one
• Write a Guided Visual Imagery
• Write a Poem or an Essay
• Write an Editorial Essay

Visual/Spatial

Teaching Activities:  visual presentation, art activities, imagination games, mind-mapping, metaphors, visualization
Learning Activities:
• Build a Sculpture
• Color Code a Process or Flowchart
• Create a Comic Strip
• Create a Bulletin Board for your topic
• Create a Colorful Mural
• Create a Power Point Presentation
• Create an Animated film
• Create a Photo Essay
• Create a Video Production
• Create Graphics for a Multi-Media Presentation
• Create Costumes for a Production
• Draw Illustrations
• Draw a Map or Chart
• Create a Comic Strip/Book
• Outline and Build a Web page
• Make a Video or Visual Collage
• Make a Project Cube
• Use multi-media equipment to present info
• Write a Guided Visual Imagery
• Write a Picture Book on your topic
• Write a Rebus Storybook
• Use a Digital Camera
• Design Graphs and Charts
• Use Clip Art to Develop Vocabulary/Spelling Quizzes

Body/Kinesthetic

Teacher Activities:  hands-on-learning, drama, dance, sports that teach, tactile activities, relaxation exercises
Learning Activities:
• Build or Construct a Model
• Choreograph a dance to explain something
• Conduct a class demonstration
• Conduct an Experiment
• Create a Board game
• Develop a Memory System based on Movements
• Devise a scavenger hunt on your topic of study
• Develop a television program
• Explain something using only movement
• Invent a floor game for your class
• Perform a Skit
• Present your info using sign language
• Role Play an interpretation of your topic
• Perform native dances unique to a specific culture

Musical/Rhythmic
Teaching Activities:  writing songs to fit specific units of study, emphasize the role of music in history, discuss use of mood music in films and theatre productions
Learning Activities:
• Change words to an existing song so that it teaches something about your topic
• Create a Musical Game
• Create a Music Collage
• Create a Radio Program
• Find a new use for Music Technology
• Lead a Choral Reading
• Make an Audio Tape
• Sing or Rap a song that explains your topic
• Write a short musical about your topic
• Write song lyrics for your content area

Interpersonal

Teaching Activities:  e-mail exchanges with students from far away, teleconferences, analysis of characters in literature, cooperative learning
Learning Activities:
• Contact group members via email/snail mail
• Conduct a Press Conference
• Create Classroom Learning Centers
• Create a Culture gram
• Develop and Implement Group Rules
• Lead a Press Conference
• Run a Debate
• Set up an email listserv
• Solve a problem with a partner
• Use Conflict Management skills
• Use email to contact others about your topic

 Intrapersonal
Teaching Activities:  provide for quiet time to think and reflect, journal writing, explore personal values
Learning Activities:
• Create a Bulletin Board
• Create a collection
• Create a Comic Strip
• Create a personal analogy for...
• Create a timeline
• Describe qualities you have that would help you...
• Explain why you want to study...
• Evaluate your own work on...
• Explore Career Opportunities in the field of...
• Pretend you are...
• Set a Goal for yourself about
• Use Self Directed learning to help yourself...
• Work on a problem by yourself
• Write a Journal about ...

Naturalistic

Teacher Activities:  exploration of nature, use of digital and video-camera, field trip in nature settings, collecting data from nature experiments

Learner Activities:
• Create a display/visual with objects from Nature
• Find problems in nature related to you subject
• Find examples of things in Nature related to your topic
• Observe and/or categorize a species of
• Observe and/or categorize the behaviors of
• Plan an Outdoor Classroom
• Teach your classmates about a scientific tool
• Find Global Concerns related to your topic
(Carlson-Pickering, 1994)

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Barriers

The barriers to implementing an MI program include a lack of commitment for funds, time and energy. Teachers are asked to do more and more with fewer resources. Class sizes keep increasing. Teachers are pressured by demands to become more involved with families and communities. In order to implement MI strategies, principals will have to provide encouragement, time and funds for training, and outreach into the community to implement some of the MI strategies with citizen volunteers.
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Resources

Material Specific to Middle School Learning and Curricula

Beitzel, C..  Multiple intelligences:" Hey! What about me?"  Retrieved on August 22, 2003, from the MiddleWeb Web site:  http://www.middleweb.com/mw/msdiaries/02-03wklydiaries/CB07.html
A social studies teacher at the Beverly Hills Middle School in Upper Darby, Pennsylvania, describes her use of M.I in the classroom.

Campbell and Campbell (1999).   Multiple Intelligences and Student Achievement: Success Stories from Six Schools. 
The authors describe MI programs at Skyview Junior High School in Bothell, Washington, and the Key Learning Community in Indianapolis, Indiana.

Carlson-Pickering, J., (1994).  M. I. Smart!  Retrieved on August 13, 2003 from the Charihio Middle School Web site:  http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.htm
This site provides much ready-to-use information including a student “MI Project Contract”, and software suggestions.

Clark, D., & Manninio, G. (2001).  Die like an Egyptian.  Retrieved on August 22, 2003 from the Palos South Middle School Web site:  http://www.d118.s-cook.k12.il.us/south/curriculum/team6c/Egypt/egypt2.htm
A study of the ancient Egyptian afterlife incorporating the multiple intelligences. 

Middleschool.Net.  Learning Styles.  Retrieved on August 22, 2003, from Association for Supervision and Curriculum Development Web site:  http://www.middleschool.net/LearningStratagies/learning.htm
This site provides many good resources for the middle school teacher interested in MI theory.

Nicholson-Nelson, K. (1999).  Developing Students’ Multiple Intelligences.  Scholastic Trade.
Grades K-8

South View Middle School.  Multiple Intelligences.  Retrieved on August 22, 2003, from  http://www.ccs.k12.nc.us/Choice/Middle%20Choice/multiple_intelligences.htm
The educational program at  South View Middle School focuses on Gardner's Theory of Multiple Intelligences, i.e. "How are you smart?" rather than "How smart are you?" Students experience learning through a variety of instructional and coaching techniques that focus on MI.

Web sites

Adaptive Technology Resource Center (2002).  Multiple intelligence inventory.  Retrieved on August 14, 2003, from the LDRC Web site:  http://www.ldrc.ca/projects/miinventory/miinventory.php
This site provides an inventory to assess MI and links to other MI information pertinent to educators.

Armstrong, Thomas, (2000).  Multiple intelligences. Retrieved on August 13, 2003 from http://www.thomasarmstrong.com/multiple_intelligences.htm
This site includes an overview of MI, many resources and additional links, and practical suggestions.

Association for Supervision and Curriculum Development (ASCD)(1997, September).  Teaching for multiple intelligences [Special Issue].  Educational Leadership22 (1).  Retrieved on August 14, 2003, from the ASCD Web site:  http://www.ascd.org/frameedlead.html
This issue contains a number of articles about MI, including examples of implementation of this theory in several school settings.

Carvin, A.  MI:  The theory.  Retrieved on August 13, 2003 from the EdWeb Web site:  http://www.edwebproject.org/edref.mi.intro.html
This site describes MI Theory and provides a helpful overview of the intelligences.

Chipongian, L. (2000, May).    Multiple intelligences in the classroom.  Retrieved on August 13, 2003 from the BrainConnection Web site:  http://www.brainconnection.com/topics/?main=fa/mult-intelligence-class
This is a resource of scientific learning. This site provides an overview of Gardner’s theory and suggestions for teaching and assessing multiple intelligences in the classroom.

Harvard Project Zero (1999).  Theory of multiple intelligences.  Schools Using Multiple Intelligence Theory.  Retrieved on August 14, 2003, from the Project Sumit Web site:  http://www.pz.harvard.edu/sumit/MISUMIT.HTM
This site outlines Gardner’s theory, provides examples of specific schools using this approach, and distributed resources to support efforts to implement MI theory in practical situations. There is also a section devoted to assessment and outcomes.

Lazear, D.  Eight way of knowing:  Exploring multiple intelligences.  Retrieved on August 22, 2003, from http://www.multi-intell.com/
This website offers special reports and a free e-zine with many teaching applications.

McKenzie, W. (2003).  Surfaquarium.  Retrieved on August 14, 2003, from http://www.surfaquarium.com/theory/index.htm
McKenzie’s work on MI is featured in this site.  A wealth of information is offered including MI Survey, MI and technology, websites associated with each intelligence, and more.

McKenzie, W. (1999).  Multiple intelligences survey.  Retrieved on August 14, 2003, from the Surfaquarium Web site:  http://surfaquarium.com/MIinvent.htm
Survey to assess MI.

Sousa, D.  Making school brain compatible.  Retrieved on August 22, 2003, from http://www.twblearn.com/rt3/rt3sousa.html
Presents information about Dr. Sousa’s Research.

Thirteen Ed Online and Disney Learning Partnership.  Tapping into multiple intelligences.  Concept to Classroom.  Retrieved on August 13, 2003 from http://www.thirteen.org/edonline/concept2class/month1/
This site provides an outstanding resource for teaching with an online overview of Gardner’s theory that includes practical suggestions, lesson plans and examples of its implementation, and excellent bibliography of resources.

Vancouver Island Invisible Disability Association (2003).  Learning styles and multiple intelligences.  Retrieved on August 14, 2003, from the LD Pride Web site:  http://www.ldpride.net/learningstyles.MI.htm
Among the resources provided are practical tips on identifying one’s own MI style using it to facilitate learning, and online, MI assessments.

Wilson L., (2003).  Theories of learning index.  Retrieved on August 13, 2003 from http://www.uwsp.edu/education/lwilson/Learning/index.htm
This site provides a description of MI, lesson plans based on MI Theory, and other teaching tools are also available.

Print References

Armstrong, A. (2000).  Multiple intelligences in the classroom (2nd ed.). Association for Supervision and Curriculum Development.

Campbell, L. & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Association for Supervision and Curriculum Development.

Campbell, L, Campbell, B., & Dickinson, D. (1999). Teaching and Learning Through Multiple Intelligences (2nd ed.). Allyn and Bacon.

Gardner, H. ((1999).   Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
Jensen, E. (1998).  Teaching with the Brain in Mind.   Association for Supervision and Curriculum Development.

Kagan, S. & Kagan, R. (1998). Multiple Intelligences: The Complete MI Book.  Kagan Publishing Company.

McKenzie, W. (2002). Multiple intelligences and instructional technology:  A manual for every mind.  Eugene, OR:  International Society for Technology in Education.

Schargel, F. & Smink, J. (2001). Strategies to help solve our school dropout problem.  Larchmont, NY:  Eye on Education.

Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (2000). Schools That Learn. A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday/Currency.

Sprenger, M. (2002).  Becoming A “Wiz” at Brain-Based Education: How to Make Every Year Your Best Year.  Corwin Press, Inc.

Sylwester, R. (1995).  A Celebration of Neurons: An Educators Guide to the Human Brain. Association for Supervision and Curriculum Development.

 

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Key Words

motivation,learning styles,children,intelligences,mind mapping,resources

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