Beyond Curriculum #2: A Research Project that Reaches the Multiple Intelligences

Multiple intelligences instruction has the probability of reach and teach vast numbers of students, but incorporating it effectively while still interacting with curriculum requirements and covering that students are producing their verbal-linguistic and logical-mathematical intelligences is no small feat. projeto de pesquisa

In the first part of this series, I asked problem: Just how do you effectively combine the multiple intelligences, meet the requirements of your school’s curriculum, and make sure that your students are developing their verbal-linguistic and logical-mathematical intelligences all in one? 

I also answered problem: you don’t – at least not all at the same time. Although some assignments can meet all of these requirements, and better yet, they have the to reach all of the multiple intelligences (as opposed to two or three). We use a mini research project as an preliminary activity for F. Martin Fitzgerald’s The Great Gatsby; nevertheless , the assignment would work with any small scale research project. The objective of the project is for students to gather information about a time (in my case it was the Roaring Twenties), and promote that information with each other. Because the goal of the lesson is the communication expertise, it doesn’t matter how the information is disseminated.

My spouse and i give students the possibility to work alone, in pairs, or in groups of three or four. Every student is required to select his or her own topic to research. If students choose to work with classmates, their individual research is to be integrated into one presentation. As preparation for their projects, students make a list of ideas methods for demonstrating knowledge. The form of the final method left to the students’ discretion. While a result, students may use the combinations of pensée with which they are most comfortable.

The last products created by my students tell the success history:

One student wrote and presented a first-person story of Amelia Earhart’s life. Her presentation was followed by a freehand attracting of any world map on which Earhart’s fatal air travel was charted. This scholar used her verbal-linguistic brains to write and speak her narrative and her spatial intelligence to bring the map. In addition, she used her logical-mathematical intelligence to organize her research into a demonstration.

Two students wrote a newsletter about sports in the 1920s. They targeted specifically on Babe Ruth and on the 1919 World Series which has been set. These boys used their verbal-linguistic intelligence to publish their articles, their spatial brains to format their e-zine, and their interpersonal brains to cooperate. They also used their logical-mathematical brains to arrange their research into a newsletter.

Several other students wrote and presented a 20-minute discussion between Bonnie and Clyde. They wore costumes for effect. By opting for this method of business presentation, they not only offered the historical and biographical advice about the makes use of of Bonnie and Clyde, but also were able to take a look at Bonnie & Clyde’s mental and psychological state. Found in order to accomplish this, these students needed to draw on their intrapersonal intelligence. These students used their verbal-linguistic intelligence to write down and speak their discussion, their interpersonal intelligence to collaborate together, and their logical-mathematical intelligence to organize their research into a coherent dialogue.