Gardner’s Multiple Intelligence Theory divides intelligence into eight different intelligences because he believes that IQ testing is too limited. He divided these eight intelligences into linguistic (words), musical, logical-mathematical (reasoning and numbers), spatial (pictures), bodily-kinesthetic (body), intrapersonal (working with others), interpersonal (self), and naturalist (nature) intelligences. Gardner believed that too much emphasis was put onto linguistic and logical-mathematical skills in the classroom and this did not allow students who had musical and artistic talents. He believed that students are more likely to succeed when more than one of these methods is put into place. This theory supports the use of technology. It allows the students to learn by methods other than lecturing and writing assignments. Students can use computer programs to work on there speaking, mathematical, and spatial skills and then can choose to work alone or with partners to use their interpersonal or intrapersonal skills. By using computer programs, the Type II use of technology because the computer is replacing the teacher.
Website source: http://www.thomasarmstrong.com/multiple_intelligences.htm
Benjamin Bloom’s theory of taxonomy is the idea that there are six hierarchical levels to the mastery of information. Each level is used to build up to the next level. The bottom of the pyramid is knowledge, then comprehension, followed application, then analysis, comprehension and finally, the last step being evaluation. In order for students to get to the comprehension level, they must have mastered the knowledge and comprehension level first. This theory detracts the use of technology and places more emphasis on the teacher and his/her lesson plans. It is up to the teacher to decide how to teach information to the students and make sure they demonstrate knowledge through the evaluation of the material. This theory uses Type I technology because it is up to the teacher to implement or aid in his/her lesson plans.
Website sources: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://faculty.washington.edu/krumme/guides/bloom1.html
Dale’s cone of experience is a system designed to “categorize media according to realism.” The media ranges from concrete to abstract and requires concrete examples and experience to help students understand. There are different levels to the cone (text, pictures and audio only, audio-visual/media, dramatization/live experiences, simulations/role playing, direct purposeful experiences) and each level provides more experiences and a greater likelihood that the student will remember the information. Technology is supported from this theory; examples from the text book include multimedia interaction, audio broadcasting, and videos. This requires the use of computers, television, audio players, the internet, and a form of video player, as well as many other forms of technology. This theory uses Type III technology because it requires the teacher to provide concrete examples and experiences for the child before they can relate to the material being presented. While the videos and audios can help the teacher with the lessons, the teacher must provide the real life experiences in order for the greatest likelihood of the child remembering the material covered.
Websites used: http://www.nyu.edu/its/pubs/connect/spring05/whelan_it_history.html
http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm
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4 comments:
I think you raise some very good points. I think Bloom's theory does place a lot on the teacher. However I do think it can also help the teacher with sotring information and working on assessments. Also, I see how big technology usage can be when using Dale's Cone of Experience. I like all of your ideas. The learner already gains so much more when technology is added rather than just hearing or seeing it.
Do you think students are more likely to succeed when more than one method is used? I feel that various methods if not all should be used in the classroom. I believe that more children will understand the material being taught when using different types of methods. This way the child is not sitting their listening to you lecture all day, having them watch movies, or doing demonstrations all day. On the other hand, i do not agreee with Bloom's theory of having to accomplish one task before moving onto the next. Some students have strengths in certain subjects compared to others. I do not think this theory is as accurate as the other. Throughout your response you do have some very excellent points!
I agree with ad that most if not all of the methods should be used in the classroom. This will make it much more likely that each child will understand the material through one of the forms of teaching.
You did a great job of describing all the intelligences, the theory of taxonomy, and the cone. You used great examples that helped me to understand even better. Great job!
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