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Appendix 1: Multiple Intelligences applied to Years 5 to 8.
This chart
describes adapted units of work from Seven ways at once: Book 2 (McGrath
& Noble, 1995). It provides a simple outline of how for example
music, drama, art, and movement can be used to teach across the
curriculum and across disciplines using different themes. |
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Main Intelligence |
Classroom Tasks |
Application to Various
Topics in Years 5 8 |
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Word
Intelligence |
Story, poem, essay,
article, definitions, crossword wordsearch letter, review, instructions,
report, description, script, debate, recipe, |
Write a
poem about the beauty of a particular part of Australia. (Australia)
Write a story which features one running shoe, a
stamp collection & final score. (Sport & Leisure)
Write a set of instructions for how to open a bank
account. (Money, Banking)
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Logic
& Maths Intelligence |
Maths problems, pattern,
strategic plans, number puzzle, brainteaser, deductive reasoning,
problem comparison, analysis, hypotheses, experiment, statistics, survey
grid, matrix, scale data, categorisation |
Calculate
the cost of a gym membership plus appropriate clothing & equipment
(for one year). (Sport & Leisure)
Classify jobs undertaken in an Antarctic base in as
many ways as you can. Then make a matrix. (Antarctica)
Do a venn diagram to compare & contrast solar
power & fossil fuel power. (Energy)
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Space
& Vision Intelligence |
Diagram, poster,
drawing, cartoon, design, drawing plan, map, collage, symbol, logo,
timeline, display, board game, card game brochure, sign, mobile, graph,
front page of newspaper, book/record cover, film, photograph, chart,
mind map, flow chart, magazine advertisement, diorama. |
Design a
doona cover with a flight theme. (Flight)
Design the cover of a new magazine devoted to
leisure.(Sport & Leisure)
Make a concept map about Space. (Space)
Draw diagrams to compare weapons from Ancient Greece
with weapons from today (Ancient Greece)
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Body
Intelligence |
Play, skit, mime,
charades, game, exercise, dance, demonstration, construction, model,
sculpture |
Act out the
process of blood clotting. (Blood)
In a group of three, create & perform a dance to
show the positives & negatives of working on an Antarctic base
(Antarctica)
In a group create a 2 minute play about honesty in
sport (Sport & Leisure)
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Music
Intelligence |
Song, rap, sound effects
sound story, tape recording, jingle, mood music |
Make up a
song which teaches the concepts in the Healthy Diet Pyramid (Food &
Nutrition)
With a partner, tape record sounds of sports &
leisure. See if the class can guess the sounds. (Sports & Leisure)
With a partner make up & perform a rap about the
difficulties of saving money (Money; Banking)
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People
Intelligence |
Cooperative group work,
advertising campaign, discussion, class presentation teaching other,
leadership task, interviewing "famous people" survey, mock
trial, negotiated decision. |
In a group
of four negotiate to decide which two genetic blood disorders make the
most negative impact on quality of life (Blood; Genetics)
In a group of three set up & perform a mock
interview with Ra & Isis (Ancient Egypt)
In a group of three list all the traits you can think
of which a pilot would need to have. Then negotiate to select the two
most important ones.
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Self
Intelligence |
Journal, personal time
line, preferences, fears, opinions, self awareness, own experiences,
self assessment, goal setting, self reflection on learning. |
Make a
personal time line to show how your interest in different leisure &
sporting activities has changed as you have got older (Sport &
Leisure).
What is your credit rating like? Give reasons for
your answer. How could you improve it? (Money; Banking)
Assess your own refrigerator in terms of the health
Diet pyramid. What would you need to add (make a shopping list) to
improve it? (Food & Nutrition)
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COGNITIVISM
Learning is an active process in
which the learner uses sensory input and constructs meaning out of it. The
learner needs to do something to learn.
People learn to learn as they learn;
learning consists of both constructing meaning and constructing systems of
meaning. We learn patterns of meaning.
The crucial action of constructing
meaning is mental; it happens in the head. We need to engage the hands, the
head, as well as the heart.
Learning involves language; the
language we use influences learning. We talk to ourselves as we learn.
Learning is a social activity: our
learning is intimately associated with our connection with other human beings.
It involves conversation, interaction with others, and the application of
knowledge as an integral aspect of learning.
Learning is contextual: we do not
learn isolated facts and theories in some abstract ethereal land of the mind
separate from the rest of our lives: we learn in relationship to what else we
know, what we believe, our prejudices, and our fears. WE cannot divorce our
learning from our lives.
One needs knowledge to learn: it is
not possible to assimilate new knowledge without having some structure developed
from previous knowledge to build on. Start where learner is. The more we know,
the more we can learn. Any effort to teach must be connected to the state of
the learner must provide a path into the subject from the learner based on that
learner’s previous knowledge.
It takes time to learn: Learning is
not instantaneous. WE need to revisit ideas, ponder them, try them out, play
with them, and use them. What we learn is a product of repeated exposure and
thought. Insight can usually be traced back to longer periods of preparation.
Motivation is a key component in
learning. Unless we know the reason “why,” we may not be very involved in using
the knowledge that may be instilled in us. No emotion, no attention; no
attention, no learning; no intention, no retention!
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