The Learning Environment
We now live in a knowledge-based society. 21st century living is a more globalized and changing environment, and consequently, is in a constant state of flux. The new world order places a premium on individuals who have the ability to use information by analyzing, evaluating, designing, and creating new solutions and products. Therefore, it is my firm belief that we need to develop learners (regardless of age, sex, race, gender identity, religion, social or economic status) in higher-order thinking and performance skills that will make them problem solvers, critical thinkers, innovators, troubleshooters or entrepreneurs – productive and involved citizens who are globally-oriented yet nationally grounded (Luistro, 2012).
This calls for a reexamination of our current education model. Indeed, the “one-size-fits-all” approach is inapplicable in this day and age. Learning is no longer limited to just acquiring knowledge through rote memorization, recalling facts or regurgitate ideas and concepts. Likewise, the learning environment has evolved from the confines of the physical classroom to the boundless space of the virtual world. We have to adapt to cope with the growing need not only for a more specialized workforce but also a dynamic system for this fresh generation of learners.
A Life-long Journey
Education is a life-long journey. As we sail along this learning expedition, we encounter diverse views, ideas and conceptions which we gather together, filter, analyze and assimilate to form a newer set of beliefs, values and knowledge. We continuously build upon these precepts until we have achieved a certain level of transformation and awareness of who we are in relation to the world around us (Anderson, 1998)....
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Gardner, H. (1999). Intelligence Reframed: Multiple Intelligence for the 21st Century. New York: Basic Books.
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Luistro, A.A. (2012). Message from the Department of Education. In K to 12 Toolkit: Resource Guide for Teacher Educators, School Administrators and Teachers. Quezon City, Philippines: SEAMEO INNOTECH. Retrieved on December 1, 2013 from http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf
Howard Gardner proposed the theory of multiple intelligences in 1983, a way to explain and understand human intelligence. The theory shows the many ways one can process, learn, and remember information. Gardner states there are eight types of intelligences and that humans “vary in the degree of skill possessed in each category.” (Maftoon 2012) The categories are: Linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic.
The definition of intelligence has been a major source of debate. There seem to be as many definitions of intelligence as there are individuals asked to define the concept. One possible definition is that “general intelligence is actually a conglomeration of perhaps 100 abilities working together in various ways in different people to bring out different intelligences” (Plucker 2007). This theory of general intelligence originally was identified by Raymond Cattell and late...
One can say that every day is a learning experience. This can be said because almost every individual in their day to day interactions learn something they did not know the day before. This knowledge can be obtained in various ways, from school, to current events, to hands on experience, to family members and even a Snapple bottle cap. The knowledge that every individual obtains in way uniquely shapes their lives. The knowledge that is obtain helps people to better interact with other people. In the essays, Message to My Freshman Students by Keith M. Parsons, buying into the Green Movement by Alex Williams, and Against Meat by Jonathan Safran Foer all of these writers discuss the process of being educated and the importance of education. The
In 1983, Howard Gardner developed a number of criteria for determining different intelligences. Gardner recognized numerous “frames of mind”, or unique ideas about viewing the world. Each frame of mind is a special and independent intelligence. He referred to these criteria as the theory of multiple intelligences. Three separate intelligences are linguistic, bodily-kinesthetic, and logical/mathematical. Today, there are many of real-world examples that exemplify the preceding intelligences, including Stephen King, Usain Bolt, and Manahel Thabet. Although Gardner's theory of multiple intelligences has been tremendously influential in educational practices, there are many critics who argue against his research.
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Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
Smith, M. K., (2002). Howard Gardner, multiple intelligences and education. Retrieved February 10, 2005, from http://www.infed.org/thinkers/gardner.htm.
Education is not to teach men facts, theories or laws, not to reform or amuse them or make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellect, teach them to think straight, if possible, but to think nevertheless. Robert Maynard Hutchins
“A good teacher is one who makes himself progressively unnecessary” (Thomas Carruthers). Before we can consider ourselves professional teachers or even an expert teacher, we must first understand the way in which our students learn, how they are motivated to learn and what kind of environment would support their best learning. These questions have long been pondered by psychologists and teachers alike. As a pre-service teachers, I believe it is important for us to also begin considering these questions and take them into account for our future teaching practices. Moreover, in order for meaningful learning to occur and remain relevant for our students, we need to create a safe and inclusive learning environment. I believe this environment of safe and inclusive education is created through three key areas. These areas consist of the different facets of a child’s motivation and the idea of scaffolding particularly in regards to information processing.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.