Teachers.Net Meeting - Implementing Multiple Intelligences

Wednesday, January 12, 2000
Implementing Multiple Intelligences
with
Ginny Hoover

Kathleen - Teachers.Net welcomes Ginny Hoover, co-with Carroll Killingsworth of The Gifts of Children, to be completed Summer of 2000; Trainer of Teachers of Multiple Intelligences (Ginny was trained by Howard Gardner and Thomas Armstrong). Ginny is also trained in Integrated Thematic Instruction (received her training with Susan Kovalik). She is a Trainer of Teachers of At Risk Students using Learning Styles (trained by the Center for Success in Learning, Dallas TX). Ginny, I'll turn it over to you now.
Ginny - Thank you, this is my first time in this type of meeting.
rick - I work at a MI school
Kathleen - an MI school, that's interesting.
rick - all lessons have to address one of the MI areas
Ginny - I think that is an excellent idea.
Ginny - What grades or subjects do you teach?
rick - well, it's not easy to do
rick - i happen to teach computer
Ginny - I haven't thought of lessons in quite that way. I use MI all of the time.
rick - i could use your help then
Ginny - Well you wouldn't have much trouble addressing B/K
rick - i need to find software programs that match all the MIs
Ginny - My husband is a computer teacher--so you have a double whammy in me.
rick - true, but lessons have to align with our curriculum
rick - and align with proficiency tests
Ginny - Yes, well I understand that. I work at the state level in social studies and communications.
rick - great, I am glad I stopped by
rick - i need to find a model technology curriculum
Ginny - So am I. What exactly do you teach? keyboarding, wp packages?
rick - our district doesn't have one
rick - we are going to write our own
Ginny - Well, the internet is just the place to be.
rick - CORE knowledge has one
Ginny - Have you ever used the engine Ask Jeeves?
rick - some keyboarding,
rick - internet sites
rick - stuff I find from home on puter
Ginny - I am somewhat familiar with CORE knowledge. It's a canned curriculum. Our district has its own curriculum.
Ginny - The reason I asked about Ask Jeeves is that it is VERY teacher friendly.
rick - web sites that relate to prof. tests
rick - we mix core and mi and a lot of hands on
Jody - How do you implement it in special education? I took a class last summer, but have a hard time with it in my classroom.
Ginny - Jody, that's a good question and I have some ideas. But please as we discuss, join in
Ginny - What age and what speciality?
Jody - i have 4, 6, and 7th grade hearing impaired
rick - question, our proficiency tests do not address the MI
Ginny - I think first anyone working with MI should have a good inventory sheet
Ginny - Proficiency tests in computers?
rick - some children not dominant in the MI areas of the prof. test are doomed to fail
Ginny - There is an excellent online inventory
Anne/2nd/Mo - What do you mean by inventory
Ginny - It can be found at Teaching to the Multiple Intelligences and Lesson Plans homepage. http://www.iols.com/users/berolart/GRPWEBPG.HTM
rick - prof tests are not fair for all children
rick - every child learns differently
mary - what do you mean prof tests? Describe
Ginny - It has one for 8-12 year olds, 13-18 year olds and adult.
eimmik - Ginny, can you tell us a little about your book and what your thoughts are on MI and how educators can better implement MI strategies in the classroom?
Ginny - You can find all of these sites I mention tonight by going to my web pages and clicking on classroom management. http://www.myfreeoffice.com/ginnyspages/index.html
rick - our system wants data
rick - fairness is not an issue
rick - how do I implement MI in a computer lab
Jody - the class I took on MI was very interesting, but I did not learn a lot about how to use if with my special ed. kids, it was more geared toward regular education.
Ginny - I think of Learning styles as the pathway to the brain.
Anne/2nd/Mo - How do I implement MI in reading instruction?
Ginny - Multiple Intelligences as the way the brain processes the information
Ginny - The Gifts Project addresses the fruits of the brain.
Ginny - There are no tricks when working with MI.
Ginny - Once you identify the MI's then you can do lesson plans. - http://www.uwsp.edu/acad/educ/lwilson/lessons/1mico.htm - http://www.uwsp.edu/acad/educ/lwilson/index.htm
Ginny - An excellent site for help with lesson plans is SCBE MI homepage - http://www.uwsp.edu/acad/educ/lwilson/LEARNING/3mides.htm
rick - do all lessons have to include all the MI
Melanie - Should lessons teach to the dominant intelligence or the weaker?
rick - we have been told that all lessons must address all the MI areas, is this possible?
Kathleen - The transcript of Dr. Howard Gardner's session with Teachers.Net remains available at http://teachers.net/archive/gardner092899.html
Renja - Ginny, my understanding of MI is that it is learning modalities, with some newer expanded areas. Is that correct?
Ginny - I think that lesson plans should address the MI's in that particular classroom. Also, it would be hard to individualize, but to concentrate on one or two per lesson.
Melanie - Wouldn't that be contrived to try to make all intelligences part of one lesson? Why would you not incorporate the ones that fit?
Ginny - Renja, I haven't heard that particular statement. HG says that MI shouldn't be limited...and says we have 8 identified MI's and Many Many more.
jtck/WA - In your opinion, what role does student choice have in this? Am I deciding which part of the activity list students may or may not do?
rick - where can I find MI lessons or programs for computers?
Ginny - What I like about the web address I just gave is that it gives tips on activities that match MI's and then you can use those tips to create lessons.
Ginny - I don't know that pre-made lessons for MI computer classes exist.
jtck/WA - Yes, I've seen that. I'm envisioning a lesson and a series of activities addressing many of the intelligences. Do students get to choose, or does the teacher choose for them?
Ginny - For Visual/spatial for example it says use charts, graphs, photography, visual awareness, organizers...and on and on
mary - I use MI in the classroom each day. I just choose which lesson and which intell. to address. My students are all low ability with trouble with language skills, so MI is a good tool for me
Ginny - I got into MI when I was working with the 40 most at risk students in a middle school of 500
jtck/WA - I think most good teachers instinctively teach to many different intelligences. It's called variety!
Ginny - Yes, I use LS & MI in my classroom every day.
mary - I find that MI addresses students in a way they understand. In my school I am the only one who teaches this way.
Ginny - I have another....http://www.scbe.on.ca/mit/milist.htm
Melanie - But is the distinction that you teach children the words associated with m.i. and help them understand their strengths?thss?
Ginny - Yes, the students must know how they learn (learning styles), they need to know how they process.
mary - I don't tell them their strengths. I just teach to them.
jtck - At what age do we want to "limit" them? to their strengths? It seems that young ones need that variety and the chance to explore and find unknown strengths (I teach K/1.)
Minnie - I was trained to just focus on and capitalize on strengths......and let the child know that you value those strengths...
Ginny - I don't think that MI is limiting. I think as children grow and change that we re-inventory them.
mary - jtck: that is the beauty of MI. Teach all of them on separate days and see which works best for which kid
jtck - So, Minnie, that must mean that you have a variety of "activities" from which the children can choose?
Melanie - Are they generally consistent in their profiles from inventories repeated?
Ginny - Yes, and sometimes younger ones try the ones that seem attractive...but learn what really works for them.
Minnie - jtck....yes.....I learned this when returning to school for my preschool permit.
Ginny - I know some that think they are B/K and can't walk down the aisle without bumping into someone.
jtck - I agree, Mary. I guess I'm a bot uncomfortable telling the kids what to do...I figure at 6/7 years, I need to give them lots of chances to explore. Helps me know what's up with them too!
Ginny - What really counts is what they do when they are in a pinch.
eimmik - Ginny, there is a school in NC that has implemented matching teachers MI with students...what is your feeling on this?
Renja - HOw does one apply MI to older students
Ginny - Yes, explore. I think it might help in some cases. But I don't think it necessary
Ginny - With learning styles and MI you don't give up the way you teach....you add to your bag of tricks.
Ginny - I had a boy who couldn't remember the Preamble until I taught him how to sing it.
Melanie - Ginny, what books would you recommend for those who want to set up a learning center approach to mi.?
Ginny - You can find a world of information on multiple intelligences on my site. I created a virtual trip on styles.
Kathleen - Howard Gardner's books related to MI: http://teachers.net/bookshelf/shopping/booklist3.html#Gardner
Ginny - Any by Armstrong is excellent. He takes HG theory and puts it into practice.
eimmik - Super Teaching by Eric Jensen is also a great resource and give practical ideas and strategies for using MI in the classroom
Ginny - Also..Eight Ways of Teaching : The Artistry of Teaching for Multiple Intelligences by David Lazear
Ginny - I think there isn't a trick to using MI. You just look at a lesson and you think about how you can implement a MI regarding that subject.
Kathleen - I think techniques like implementing MI come naturally to many teachers
Melanie - How do you explain to parents the benefits of mi instruction?
Ginny - It for instance says if you want to use Intrapersonal in the classroom use refection, autobiography, concetration, goal setting, thinking strategies, ...
eimmik - I don't believe there is a trick either however I do believe their are practical suggestions to help implement MI into your lessons
jtck - Great question Mel, plus the one about centers...
Kathleen - Ginny, what is the most important advice you have for educators wanting to meet the needs of all children in their classes?
Ginny - Well, I think we need to be flexible. It is necessary to get out of the routine sometimes. Experiment. See what works for you. Recognize that Johnny might be able to do something well if given in the right format for him.
KarenCA - Sometimes it changes the child's feeling from I have to do to I want to do.
Ginny - I also think that by recognizing the differences in children we will celebrate with more successes in our children.
Kathleen - Ginny, does an MI classroom have a certain look to it?
Ginny - Remember students self-knowledge empowers a child
eimmik - Ginny, Kovalik describes using the CUE criteria in the classroom...can you tell us more about this criteria and how we as educators can implement it?
Ginny - Yes, imagine children walking down different paths to get to the same place.
Ginny - Children have choices with MI
Melanie - I like that analogy, Ginny.
Ginny - Eimmik, CUE...I can't remember--clue me.
Kathleen - ITI Classroom Stages of Implementation by Karen D. Olsen, Susan Kovalik http://www.amazon.com/exec/obidos/ASIN/1878631535/teachersnet
Ginny - Yes, that is what the Gifts Project does. It recognizes all the differences.
Melanie - Can you describe the Gifts Project?
Ginny - I have 2 of Kovalik's books but not that one.
Ginny - Yes, it is recognizing, acknowledging, and refining the gifts of every child. Not just those who are great in math and Language...but all the gifts.
eimmik - Creative, Useful, and Emotional...the latter she refers to there being enough epinephrine to carry the learning from ST memory to LT memory.....all three aspects C, U, E are impt in the classroom yet few educators realize that importance...any advice on how to "lead" others in that direction?
Kathleen - Iti : The Model Integrated Thematic Instruction by Susan J. Kovalik http://www.amazon.com/exec/obidos/ASIN/1878631187/teachersnet
eimmik - the one Kathleen just posted is my favorite
Ginny - We sincerely believe that children have awesome gifts...we just don't always take the time to learn about them.
Ginny - Kathleen I have that one right beside me now...autographed.
Kathleen - Ginny, what is the best way for a teacher to begin addressing MI in the classroom?
Melanie - How does the gifts project work?
Ginny - Susan talks about a lot of brain theory. She talks about how important it is to get young people away from fight and flight.
Ginny - We ask our students to name three things they do exceptionally well. We review some ideas first.
Melanie - Which brings up an issue I've been wondering about... how do you help the kids who put so much stress upon themselves and sometimes others because of perfectionism?
Kathleen - Gifts Project: http://www.myfreeoffice.com/ginnyspages/gifts.html
Ginny - You can read all about it on the webpages...http://www.members.tripod.com/GiftsProject/Index.htm
Ginny - But back to the MI's. You can't miss by respecting the way a child learns best.
Ginny - That is what MIs are all about. Like I said earlier, there are no tricks, just sound teaching practices
Kathleen - Ginny, so you advocate using an inventory to determine how a child learns best?
Ginny - Yes, I do. I think that it helps them put things into perspective.
Ginny - Sometimes when children are too hard on themselves...other things are involved.
Kathleen - Does implementation of MI prevent undue stress for students, while leaving in place a "healthy tension"
Ginny - Then I think a teacher couldn't miss by making a MI chart with the students'MI available at a glance
Ginny - It allows the student to learn with less stress.
Ginny - Think of it this way...put your hands together and lace your fingers.
Melanie - Why does it lesson stress for the students?
Kathleen - Ginny, what haven't we asked you that is important for us to know about implementing MI?
Ginny - Now then looking at your hands ....lace them with a different thumb on top
Kathleen - [can't do that and still type ;-)]
Kathleen - okay, done
Ginny - You will feel strange. That is what it feels like for students to always learn outside their MI. It never feels better.
Kathleen - Ginny do you agree that boys are most in need of teachers who implement theories like MI?
Ginny - When implementing the MI--you will acknowledge the differences in your children and allow them to learn in a way that is comfortable for them...
Kathleen - IN other words, have schools been "unfriendly" in the way we have tried to teach males?
Ginny - I don't think so...I think all children are much better off when we acknowledge their MI's...
Ginny - I guess that the latest research shows that classrooms tend to favor males.
Ginny - But, I really think it is a matter of respect.
Kathleen - Ginny, what would you like to say in closing?
Ginny - I think when we respect children's learning styles and multiple intelligences that MUCH can be gained.
Kathleen - Ginny, what is the main focus of your book?
Kathleen - Is it implementation or theory?
Ginny - The main focus of the book is repecting children's gifts. It goes so well with MI & LS. We can learn so much if we listen..and when we listen to what they say...we can HELP THEM LEARN
Kathleen - I guess we should close now. Thank you Ginny for leading the discussion tonight. We look forward to seeing your book when it is in its final form. Thank you to all participants. Watch for the transcript of this session in the Archives within a few days. Good night all!
Melanie - Thank you, Ginny. Interesting discussion. G'nite all.
Kathleen - Thanks, Ginny!
KarenCA - Thank you for the information Ginny
Ginny - Thanks to all of you who logged on tonight. I am new at this and answering all the questions is not possible.
Bob R/CA - Thanks for your work here tonight Ginny, I hope we can have you back again for more :o)
Ginny - I do know our schools are better because of this kind of research.
Ginny - Stop by my webpages...and sign the guest book
Ginny - Have a good evening all of you. Thanks for coming to the meeting room
eimmik - Thanks Ginny for your continued efforts in making our schools a more conducive learning environment!