Sentences with phrase «mi theory»

By modeling practical uses of MI theory frequently in daily classroom activities, teachers help students internalize the theory and apply the MI vocabulary so that students make better sense of their own learning processes.

This practical, seven - lesson online course provides updated information and ideas for using MI theory to help students learn and understand.

In that volume, 42 scholars from 15 countries on five continents put forth their own implementations of «MI theory.»

When students create multimedia in groups, the use of MI theory can enhance the learning process and the end product.

This issue of ASCD Express includes a look at Thomas Armstrong's practical MI applications in Multiple Intelligences in the Classroom, examples of MI theory for differentiated instruction, ways to integrate multimedia and MI, and a video on using bodily - kinesthetic and spatial intelligences to reinforce literacy skills.

The multiple intelligences are rooted in concrete experience, helping students easily apply MI theory to better understand their learning, writes educator and psychologist Thomas Armstrong.

MI - OASIS — Multiple Intelligences Oasis, Howard Gardner's official website of MI Theory with up - to - date information: http://www.multipleintelligencesoasis.org

Variations on a Theme: How Teachers Interpret MI Theory by Linda Campbell Teaching for Multiple Intelligences Educational Leadership Volume 55 Number 1 September 1997

The eight intelligences in MI theory — linguistic, logical - mathematical, spatial, bodily - kinesthetic, musical, interpersonal, intrapersonal, and naturalist — provide a pedagogical palette that the teacher can draw from in creating just the right activity or strategy to suit a particular student.

-- Avadawn Wallace, Stone Mountain, GA, MI Theory and typology assessment of traditionally identified special education students.

In fact, ideas like MI theory or Bloom's taxonomy or Project - based learning — all well - known by K - 12 teachers — can be criticized with regard to their scholarly precision.

My book «MI Inspired — A Common Core Toolkit is available to guide teachers in the classroom use of MI theory.

This collection of essays examines the validity of MI theory.

Accepting the validity of MI theory is a big issue both in schools and among theorists.

In this short volume available from www.ascd.org the authors provide detailed analysis of the benefits of MI theory to the students and teachers in six schools.

-- Fionnuala O'Regan, Newtown, Ireland, Newtown Montessori, Exploring MI Theory in the Motessori Classroom..

How MI theory can be used in many ways, small and big, for and with children; to support their own development, their learning and school experiences, and family life.

However, we can point to educational practices that are more or less «in the spirit» of MI theory...

Excerpt: In another white paper «MI Basics: The Theory» we introduced MI theory and the eight intelligences in contrast to existing unitary conceptions of intelligence.

At Home with Multiple Intelligences A course for parents, caregivers, and important others in a child's life Course Overview The bottom line with MI theory is believing that each child is different, unique; that each will become who they are (not necessarily who we want them to be).

Therefore, there is no specific «right» way to apply MI theory.

MI theory asserts that, barring cases of severe brain damage, everyone possesses all eight of the intelligences with varying levels of aptitude, giving each person a unique profile.

In the face of these powerful forces, MI theory has served as a reminder to educators to focus on the strengths and weaknesses of the individual child and has also offered conceptual support for educators seeking to prevent individual students from being stigmatized by a low score on one of these standardized tests.

I also discovered that neither Gardner nor MI theory has ever argued that educators should spend equal amounts of time teaching to the eight intelligences, or that every lesson should provide students with eight options for demonstrating their learning.

For this objective, MI theory could serve as a framework or common language for discussing the strengths and challenges of individual students.

In Gardner's view, MI theory is used most effectively by educators who have a particular goal they are seeking to achieve and who conceive of the theory as a tool for achieving this goal.

In fact, MI theory offers neither a curriculum nor a goal toward which educators are expected to strive.

Ultimately, what is important about MI theory is not the number of identified intelligences, but, rather, its core premise that intelligence is better conceived of as multiple rather than general.

It also happens that MI theory is used in ways that are neither educationally sound nor appropriate.

A psychologist by training, Gardner left it to educators to decide how MI theory can be useful in the particular community and context in which they teach.

The irony of MI theory's tremendous impact on the educational community is that the theory was not developed with educators in mind.

Enota staff spent nearly a year — plus ongoing professional - development hours — studying MI theory and its application.

Rather, MI theory is an idea about the concept of intelligence.

I would argue that MI theory has offered an important check on the standards - based reform movement that has dominated American education for the past decade.

In what amounted to a sort of grassroots uprising, however, educators at all grade levels in many types of communities have embraced MI theory with a genuine passion.

In describing this groundswell of support, Gardner has often speculated that MI theory provided empirical and conceptual support for what educators had known all along: that the notion of a single, general intelligence does not accurately depict the children that educators see in their classrooms each day.

Perhaps the greatest contribution of MI theory, I would argue, has been its role over the past decade as a counterbalance to an educational climate increasingly focused on high - stakes testing, such as the IQ test, the SAT, and the various state assessments that have emerged from the No Child Left Behind Act.

Since its inception 26 years ago, thousands of schools, teachers, and researchers across the globe have drawn on MI theory to improve teaching and learning.

MI theory asserts that individuals who have a high level of aptitude in one intelligence do not necessarily have a similar aptitude in another intelligence.

Or, put more simply, MI theory has helped facilitate in the heads of thousands of educators the same sort of appreciation I experienced while watching my students march down the football field: «These guys are really smart!

My interest in working with Gardner had more to do with his work on ethics than on MI theory, but over the next four years, MI theory was like fluoride in the water.

There was a constant clamor from educators across the globe to hear from him about MI theory.

Perhaps it is for this reason that the earliest groups of educators to embrace MI theory were teachers whose daily work entailed supporting students with learning disabilities.

Both schools are exemplary practitioners of MI theory.

In truth, the original formulation of MI theory included seven intelligences, and Gardner has added just one (naturalistic intelligence) over the past 25 years.

Instead, MI theory describes eight intelligences (see below) that people use to solve problems and create products relevant to the societies in which they live.

In «Variations on a Theme: How Teachers Interpret MI Theory,» (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change:

Instead, MI theory claims that human beings have a number of relatively discrete problem - solving or intellectual capacities.

«Although I was not aware Shadow Education Companies [in South Korea] were making unsubstantiated claims about MI Theory, unfortunately I am not surprised [because of many similar instances],» he continued.

I don't think MI theory has won many converts among hardcore psychologists, though it is typically mentioned in textbooks — perhaps because it is hard to ignore a theory that has gained so much attention in the wider community.