Multiple intelligences, judgment, and realization of value

Blomberg, Doug

doi:10.1080/17449640903326797

Cited by 2 publications

(2 citation statements)

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“…Gardner only defined them vaguely which prevents researchers from studying their validity (Allix, 2000). Further contradictions have been noticed by Blomberg (2009). On the one hand, Gardner proposes a scientific justification for a more pluralistic pedagogy, but he denies on the other hand, the ability of science to determine itself the objectives of an instructional program.…”

Section: C4 Critical View On the Multiple Intelligence Theorymentioning

confidence: 99%

“…Based on this argument, it seems ironic, that he does not consider the area of values in any of his intelligences, leading to the appraisal, that actually none of Gardner's intelligences has the capacities to develop MI theory itself. Blomberg argues, that the morality and the intelligences concur and that Gardner's expansive vision on a pluralistic view of knowledge would make more sense if his conception would acknowledge both, that normativity is crucial for the process of intelligence and that the striving for the "beautiful" and the "good", rather than only the "true" is referring in itself to an intelligent undertaking (Blomberg, 2009). Moreover Gardner's claim that all intelligences are separated and independent is criticised.…”

Section: C4 Critical View On the Multiple Intelligence Theorymentioning

confidence: 99%

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Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

Orban¹

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<p>Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse. There is an urgent need for teachers to react to these changes and particularly the classroom diversity in order to ensure learning. This thesis examines instruction methods that create a differentiated learning environment. It built on the experiences of teaching experts in the area of differentiated instruction and sought to discover effective methods to teach in a differentiated way. The methodological approach was a multiple case study lead under a constructionist approach. Four teachers who considered themselves as experts in the area of differentiated instruction volunteered to take part. They have been observed in their work environment, and their experiences and methods have been questioned in two interviews. A vivo approach has been used to transcribe the interviews and data has been analysed through analytic induction. Teachers generally agreed on differentiated instruction being a key feature of modern teaching. They admitted that they wouldn’t want to teach in any other way. All four participants organised their instruction majorly around ability group teaching and differentiated according to the students’ readiness to learn. They sometimes differentiated through interest but only rarely considered differentiation through learning styles and learning preferences when planning their activities. Nevertheless they used many methods aiming to reach every student’s preferred sensory channel or intelligence at some point rather than differentiating through it. Overall, the researcher could observe students that seemed to be at ease and to be working according to their needs. The findings from the research identified that differentiated instruction is not a myth which only exists in literature, but that it actually can be put into practice. Various teaching methods were considered and the difficulties they implicate were being discussed. Readers can learn from the participants’ teaching methods and reuse them in teaching situations. In observed classroom situations, their methods proved to be valuable and of considerable use. They can offer the readers an exciting approach to teaching and give teachers new ideas to vary their instruction. Nevertheless they cannot be generalized. There are many successful ways of teaching, in order to get to know more, further research would need to occur.</p>

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Section: C4 Critical View On the Multiple Intelligence Theorymentioning

confidence: 99%

Section: C4 Critical View On the Multiple Intelligence Theorymentioning

confidence: 99%

Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

Orban¹

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Integrated systems oriented student-centric learning environment

Desai

Johnson²

2013

Campus-Wide Information Systems

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Purpose -The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach -The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students' learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings -The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value -The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment.

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Multiple intelligences, judgment, and realization of value

Cited by 2 publications

References 3 publications

Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction

Integrated systems oriented student-centric learning environment

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