Adult & Lifelong Learning

Examples of documentation shared back with learners

Making visible images of learning and being together in a group is a way to foster group identity and learning. This type of documentation promotes conversation or deepens understanding about one or more aspects of a learning experience. It can serve as a memory of learning in the classroom, allowing children and adults to reflect on, evaluate, and build on their previous work and ideas. Sharing documentation back with learners can take many forms: a photocopied sheet of paper, words repeated back to students, work brought back to a small group or put up on a wall, or a carefully arranged panel. The examples in this section range from more immediate and "in the moment" to more fully framed and shaped.

Intelligence in the Wild: A Dispositional View of Intellectual Traits

Most accounts of intelligence are "abilities-centric." They aim to explain intelligent behavior in terms of IQ or other measures of intellectual aptitude. However, several investigators have proposed that intelligent behavior in the wild--in everyday circumstances in which carefully framed tests do not tell people exactly what intellectual task to attempt--depends in considerable part on thinking dispositions. Definitionally, dispositions concern not what abilities people have, but how people are disposed to use those abilities. Everyday language includes a number of dispositional terms such as curiosity, open-mindedness, and skepticism. We review several dispositional constructs that researchers have investigated, sometimes under the label dispositions. The findings in trend show that dispositions are stable traits that help to explain intellectual performance over and above measures of intellectual aptitude. It is argued that a dispositional view of intelligence is warranted, and that it is an important area for continued research.

Why Teach Habits of Mind

Why teach habits of mind?

Intelligence Reframed: Multiple Intelligences for the 21st Century

In this book, Howard Gardner describes how the theory of multiple intelligences has evolved and been revised since its introduction in 1983. He introduces here the possibility of three new intelligences and argues that the concept of intelligence should be broadened, but not so much that it includes every human faculty or encompasses specific value systems. As well as responding to some of the critiques of the theory, he offers practical guidance on its educational uses in schools and museums and speculates about the relationship between multiple intelligences and the future world of work. ISBN-13: 978-0465026111

Challenging Educational Assumptions: lessons from an Italian-American collaboration

Abstract: In this paper, the authors argue that in order to create a curriculum of the future, we need to re-evaluate at least four key assumptions about teaching and learning that have guided educational decisions in the past...