ABSTRACT
Foreword
Goals and preconditions. The primary goal of this theory is to foster under-standing in ways that capitalize on differences in learners’ intelligences. No pre-conditions are identified.
Values. Some of the values upon which this theory is based include:
the criticality of “what to teach” and the considerable variability of “how to teach it”
being able to deploy understanding (performances of understanding),
preparing students for valued adult roles,
helping students to enhance their various intelligences,
tailoring instruction to individual differences in students’ intelligences,
an approach to instruction that is not formulaic.
Methods. Here are the major methods this theory offers:
Select a few significant topics—topics that can be reasonably connected to powerful themes and disciplinary ideas and approaches.
Select fewer topics, to treat them in greater depth.
Select only topics that can be reasonably connected to some powerful themes.
Use entry points, to engage the student in the topic, considering multiple intelligences.
Narrational - Tell stories.
Quantitative/numerical - Use statistics and quantitative patterns.
Foundational/existential - State the issue in terms of broad philosophical queries and issues.
Aesthetic - Use works ofart, and appeal to the artistic properties of materials and topics.
Hands-on - Provide hands-on activities.
Social - Use group settings, role-play, and collaborative arrangements.
Tell analogies and examples, to inculcate specific modes of understanding.
Use analogies, metaphors, and examples to enhance understanding of new material.
Qualify each analogy as appropriate.
Approach the core, to convey the central understandings of the topic, using multiple representations.
Spend significant time on the topic (teach fewer topics in greater depth).
Portray the topic in a number of ways, calling on a range of intelligences, skills, and interests, and an array of symbols and schemes, to build a depth of understanding of the topic.
Pick representations that capture important aspects of the topic.
Pick representations that reach a significant number of students.
Resist the temptation to represent the topic in one “optimal” mode.
Provide many opportunities for performance of varied types, including:
|
short-answer test |
debate |
interview |
|
essay question |
experiment |
discussion |
|
works of art |
designs |
Major contributions. The focus on understanding as an important kind of learning outcome. The use of several representations that are tailored to students’ intelligences as well as to the nature of important aspects of the topic, so that instructors reach more students and also demonstrate the nature of flexible expertise.
—C.M.R.
