Disciplinary & Interdisciplinary Studies

The Theory of Multiple Intelligences: As Psychology, As Education, As Social Science

A reflective paper (2011) by Howard Gardner about MI Theory and the ways in which it was developed and has changed since it's initial conception.

Educating for Global Competence: Preparing our Youth to Engage the World

Educating for Global Competence: Preparing Our Youth to Engage the World is intended for classroom teachers, administrators, informal educators, policymakers, community leaders, researchers, parents, students, and all other stakeholders interested in preparing our youth for the 21st century.

10 Ideas to Start Building a Culture of Thinking at Your School

10 detailed activities designed to promote Cultures of Thinking, where a group’s collective as well as individual thinking is valued, visible, and actively promoted.

Multiple Intelligences around the World

Since its introduction in 1983, Howard Gardner's multiple intelligences (MI) theory has become a touchstone of education. Embracing a wide array of human talents that significantly contribute to our intellectual and cultural life, MI theory offers a broader definition of intelligence than is measured by standard IQ tests. MI theory supports and celebrates the diversity of children's strengths in school and other learning environments. Now, more than a quarter of a century later, Multiple Intelligences around the World draws upon a select group of MI practitioners to show how Gardner's theory is applied in the international arena. In this dynamic book, the contributors representing countries such as China, Japan, the Philippines, South Korea, Australia, Norway, Denmark, England, Ireland, Scotland, Romania, Turkey, Argentina, Colombia, and the United States share thoughtful stories and strategies of educational innovation. Multiple Intelligences around the Worlds cross-cultural discussions provide a valuable resource for teachers and administrators who are working with diverse student populations. In addition, the experiences of exam-driven countries like China and Japan will prove instructive to professionals faced with the task of improving both teaching and test scores. This book addresses a number of key questions including: How have different educational settings implemented MI? How does an educational idea created in one cultural milieu travel and take root in highly diverse educational soils? And, what universal lessons can be drawn from these experiences? ISBN-13: 978-0787997601

A Typology of Classroom Questions

A Typology of Classroom Questions: A look at the types of questions teachers ask and the answers/logic that they produce.

Recalling and reviewing of Knowledge and information

• Terminology

• Procedures

• Content

• Events and context

Procedural: Directing the work of the class

• Going over directions and assignments

• Clarifying

• Checking for attention, agreement.

• Task completion

• Organizational and management related

Generative: Exploring the topic

• Authentic questions or wonders that teacher doesn’t know the answer to.

• Essential questions that initiate exploration of a topic

Constructive: Building New Understanding

• Extending & Interpreting

• Connecting & Linking

• Orienting and focusing on big ideas, central concepts, or purpose

• Evaluating

Facilitative: Promotes the learner’s own thinking & understanding

• Requesting elaboration, reasons, evidence, justification

• Generating discussion among the class to hear different perspectives

• Clarifying and Uncovering