View the Syllabus
Course-long Understanding Goals (Throughlines) In this course you will develop your understanding of...
- how Multiple Intelligences theory defines and describes intelligence
- the ways in which Multiple Intelligences theory can support teaching and learning practices, including an introduction to the Pathways model
- how you can adapt one or more of the five Pathways to apply MI theory well, according to your goals, and in your particular context(s)
- how you can learn effectively in an online environment
Throughout this course you will be asked to reflect on the session's topic(s) and relate it (them) back to your own particular teaching situation. Your reflections on your own practice and adaptation of the course material to your particular situation will become the elements of an individual course portfolio you will create over the 12 weeks of this class.Course Timeline
The course has six sessions. For each session, students are asked to: - read the assigned lecture
- read any assigned articles or text excerpts
- respond to prompts provided by the instructor by posting messages to their discussion group
- respond to postings by online course colleagues
Course Sessions Orientation The Orientation period allows you to access the course environment, general course information, and fellow learners' and instructional staff's biographical profiles, so that you can become familiar with and accustomed to the course environment before Session 1. Session 1: Introductions to MI Theory and the Pathways Model
In Session 1 we will jump right in with introductions -- to one another, to our shared and distinctive goals for taking this course, and to Multiple Intelligences theory. Our first readings focus on MI theory amd Pathways model "basics." Our discussions will focus on getting to know one another and on initial thoughts and questions about MI theory. Session 1 Understanding Goals:
- To understand more deeply and in more detail one's own reasons for taking this course.
- To get to know one another -- participants, coaches, and instructor -- and begin to build our community of learners.
- To begin to deepen our understanding of MI theory and its implications for practice.
- To begin to understand how to use the course environment well and to capitalize on it to enhance our own learning
Assignments include introducing oneself and goals for taking the course, both through discussions and uploaded artifacts. We also begin to discuss the theory and its implications for teaching and learning. You are asked to determine a particular subject area, group of students or a unit of study upon which you want to apply your future session understandingsSession 2: Bridging MI Theory to Practice
We begin to cross that bridge to practice, including a look at Gardner's "myths and messages" about MI theory and its implications for practice. We look more closely at the Explorations pathway. Session 2 Understanding Goals:
- What are MI theory's implications for practice?
- What are the "myths" about MI theory and practice that can lead to misunderstandings and misapplication?
- What is my personal MI profile?
- What are the implications of my MI profile for my particular working environment?
- What is the primary emphasis of the Explorations Pathway? Why and how might you apply MI theory in this way?
- (How) Does the Explorations Pathway suit my goals for using MI theory?
Session 3: MI for Explorations and Talent Development
In this Session we will delve deeper into Session 2 themes, including the Explorations Pathway and one MI "myth" in particular, equating MI theory with learning styles. You will be introduced to the Talent Development Pathway, as well as begin a closer examination of specific intelligences.
Session 3 Understanding Goals: - What are MI theory's implications for practice?
- What is the "myth" about MI theory and learning styles? If they're not the same, what's the "reality"?
- What does it mean to apply MI theory as a means to an end, not as the end itself?
- What is the primary emphasis of the Talent Development Pathway? Why and how might you apply MI theory in this way?
- (How) Does the Talent Development Pathway suit my goals for using MI theory?
- What are the interpersonal and intrapersonal intelligences? Why are the Personals so important to learning in school?
Session 4: Building on Strengths and Exploring the BK Intelligence
In this session we go more deeply into the Building on Strengths (BOS) Pathway. This pathway gears MI application to bridging students' areas of strength to areas of academic development, especially those most challenging for students. In addition to our study of the BOS Pathway, we will look closely at the Bodily-Kinesthetic Intelligence. This is probably one of the least thought-of and applied intelligences, but it often turns out to be one of the most important when addressing the needs and strengths of our students. Session 4 Understanding Goals: - How is MI theory applied so that we are tapping into a learner's strengths to help build their skills in a "weak" or challenging area? (Applying the Building on Strengths Pathway)
- What are the major elements of the Bodily-Kinesthetic Intelligence, and how can I incorporate this intelligence into my lessons to help my students attain genuine understanding?
- How might I best put MI theory to use in my particular situation?
Session 5: The Understanding Pathway, Authentic Problems and the Spatial Intelligence
In this session, we focus on "sister" Pathways: the Understanding and Authentic Problems Pathway. Each focuses on the primary understandings -or learning- we want learners to develop, the former by developing rich "entry points" into the material; the second by starting with engaging, authentic problems or projects. In this session you will participate in an online MI Experience that applies Gardner's Entry Point approach in an art exploration and understanding activity. We will also look at the spatial intelligence, what it is and what it isn't. You will continue to add to your course portfolio. Session 5 Understanding Goals: - How can MI theory be put into practice well with a focus on students' understanding (of key concepts)?
- What is the Authentic Problems Pathway and how does it apply MI theory?
- What are entry points? How can they be used to help kids gain genuine understanding?
- What are the major elements of the Spatial Intelligence, and how can I make use of spatial-related activities to help my students gain understanding?
- How might I best put MI theory to use in my own context?
Session 6: Looking Back and Looking Ahead
This session focuses on reflecting on the course experience, completing your course portfolio and sharing "Next Steps" you can take to continue your work with MI theory. We'll take the opportunity in this final session to put musical intelligence under the microscope. Session 6 discussions will have us looking back and reflecting on the MI course and our 6 sessions as learners, and looking ahead to ideas for continuing the work you've started here. You'll be asked to tell your own story of your journey through this course, prompting you to look back at your posts and ideas over the five previous sessions. We're also asking you to look ahead concretely by posting your own plan for future implementation and/or integration of MI theory and the Pathways Model. Finally, we'd like you to spend time in the WIDE World Alumni Community, a place for WIDE "grads" to continue their conversations and meet and share with others who have experienced WIDE World courses and continue to be engaged by the ideas.
Session 6 Understanding Goals:
- What is the musical intelligence and how can it be used to facilitate learning?
- What ideas in this course resonate with my sense of MI theory's application and usefulness in my setting? How so?
- What ideas and understandings have I developed through this course in applying MI theory?
- How can I begin to use MI theory and other ideas from this course in a concrete way in my context?
- How can I continue to use this course and online resources as a support to my efforts related to MI, teaching and learning?
Professional Development Credit For those interested in earning professional development points/units/credits, a certificate for up to 42 hours will be issued upon completion of the course, if all the assignments have been completed-- approximately 7 hours per session.
Three additional hours may be earned by completing one or more of the following assessments, for a total of 45 participation hours: - midterm course evaluation (1 hour)
- final course evaluation (2 hours)
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