Chapter 7: Multiple approaches to understanding, gives Howard Gardner's ideas about multiple approaches to understanding based on his notion that all people have unique profiles across a range of different 'intelligences'. He considers three phases to developing understanding: A) Entry points to new learning B) Developing telling analogies C) Approaching the core. The most interesting area for our presentation might be his definition of 6 different types of 'entry points i.e. ways of engaging learnings in new learning: Narrative (telling a story), Quantitative/numerical (giving statistics), Foundational (considering a 'bottom line' question, Aesthetic (using art/photos as stimulus) Hands-on (physical activity) and Social (e.g. problem to solve in a group). Each of these links to one of Gardners identified 'intelligences': linguistic; logical, musical; kinaesthetic; spatial; personal. I wondered whether we could use an 'entry point' activity where we give some examples of possible starting points to a workshop and ask participants to discuss and relate these to Gardner's examples and his 'intelligences'. It would also be useful for them to consider and share examples of entry activities they use within their disciplines that fit within each set. A useful online summary of Gardner's work on multiple intelligences can be found at http://www.infed.org/thinkers/gardner.htm
", "tags": [], "relations": {}, "dateAdded": "2012-02-06T11:28:59Z", "dateModified": "2012-02-06T11:28:59Z" } }, { "key": "ZBU39NQ9", "version": 1, "library": { "type": "group", "id": 67241, "name": "brookes-pcthe", "links": { "alternate": { "href": "https://www.zotero.org/groups/brookes-pcthe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/67241/items/ZBU39NQ9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/brookes-pcthe/items/ZBU39NQ9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 18441, "username": "georgeroberts", "name": "George Roberts", "links": { "alternate": { "href": "https://www.zotero.org/georgeroberts", "type": "text/html" } } }, "creatorSummary": "Nicholls", "parsedDate": "1984", "numChildren": 0 }, "data": { "key": "ZBU39NQ9", "version": 1, "itemType": "journalArticle", "title": "Achievement motivation: conceptions of ability, experience, task choice and performance", "creators": [ { "creatorType": "author", "firstName": "J. G.", "lastName": "Nicholls" } ], "abstractNote": "", "publicationTitle": "Psychological Review", "publisher": "", "place": "", "date": "1984", "volume": "91", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "328-346", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-02-06T11:28:59Z", "dateModified": "2012-02-06T11:28:59Z" } }, { "key": "A26K33BD", "version": 1, "library": { "type": "group", "id": 67241, "name": "brookes-pcthe", "links": { "alternate": { "href": "https://www.zotero.org/groups/brookes-pcthe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/67241/items/A26K33BD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/brookes-pcthe/items/A26K33BD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 18441, "username": "georgeroberts", "name": "George Roberts", "links": { "alternate": { "href": "https://www.zotero.org/georgeroberts", "type": "text/html" } } }, "creatorSummary": "Norton and Crowley", "parsedDate": "1995", "numChildren": 0 }, "data": { "key": "A26K33BD", "version": 1, "itemType": "journalArticle", "title": "Can students be helped to learn how to learn? An evaluation of an approaches to learning programme for first year degree students", "creators": [ { "creatorType": "author", "firstName": "L. S.", "lastName": "Norton" }, { "creatorType": "author", "firstName": "C. 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I have been particularly interested by some elements of one or two theories: In Knud Illeris' introductory chapter, he outlines 4 types of learning. I wonder whether it would be worth exploring whether particular types of learning activity are particularly suited to addressing each type of learning identified. I also found the Gardner chapter on multiple approaches to understanding illuminating. He clarifies a range of 'entry points' to learning,each of which might suit learners with particular predispositions towards learning. This raised the question for me about whether this would imply that using a range of learning activities means that learners with a wide range of predispositions would be engaged, or whether students could be given choice about the activity they choose to enage with.
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I wonder whether we might look at the range of activities that Brian finds in his research and do some analysis on whether different kinds of activities would appear to help students to work at different levels within this taxonomy. There is a site for primary teachers taking each level and giving some terms and activities that relate to each level. This can be found at: http://www.teachers.ash.org.au/researchskills/dalton.htm Although, this is for working with children, we might be able to expand on ideas and relate these to our work with students. It might be particularly interesting to explore what kinds of activities encourage learning at the higher levels of cognition.
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