A Multiple Intelligence A Multiple Intelligence Approach to Programming Approach to Programming

and Teaching Stage 4/5 and Teaching Stage 4/5 VerbsVerbs

A Multiple Intelligence A Multiple Intelligence Approach to Programming Approach to Programming

and Teaching Stage 4/5 and Teaching Stage 4/5 VerbsVerbsbyby

Galen NeubronnerGalen Neubronner

What is Multiple Intelligence Theory?

• Each student is an individual learner.

• Different styles of learning are employed by different students.

• Students can be profiled according to their strengths and weaknesses.

An Example of a Multiple Intelligence

Scheme• Linguistic• Logical / Mathematical• Visiospatial• Kin aesthetic (movement)• Aural / Musical• Social (people-oriented)• Introvert (self-oriented)

Linguistic• Works well with written words• eg Write a recount about….• Write a newspaper article for…• Prepare a report on ….

Logical• Understands and applies

mathematical concepts well• eg Identify the pattern….• Classify the following…..• Solve this problem…..

Visiospatial• Understands visual & 3-D

information • eg Draw a plan..• Make a poster….• Make a pop-up book…

Kinesthetic• Understands concepts through

body movements.• eg Model particle movement using

your body….• Use charades to convey….• Create a puppet show to explain….

Aural / Musical• Learns best using auditory skills• eg Record the sounds of….• Design a musical instrument…• Sing a song about…

Social (people)• Learns best in groups• eg Create a tutorial about…• Review a class presentation

about…• Write and perform a play about…

Introvert (Self)• Learns best individually• eg Record your experiences

about….• Practise one new thing you have

learnt…..• Set personal goals for this project…

How Does Multiple Intelligence Theory Relate to

Verbs?

• Each intelligence is demonstrable by a behaviour / action

• High order verbs are built on lower order skills.

• The meaning of the verbs are learnt rather than “taught”

An Example of Applying MI theory to verbs• Q: Discuss how the alpha particle

scattering experiment changed our view of atomic theory.

• Activity: Kinaesthetic• Assign the students as either

alpha particles or gold atoms.• Bring class into the playground

and simulate the experiment.

Back in the classroom….

• Students write down on a scaffold what they observed.

• Define the terms to be used: alpha particle, gold atom, scattering, etc.

• Describe Thomson’s plum pudding model and its predicted effects and the outcome of the experiment.

• Discuss the reasons why Rutherford came up with a planetary model.

Why use this approach when programming?

• Caters for individual learning styles (individualised instruction)

• Makes learning more interesting• Can be integrated into existing

programs easily

Sample Stage 4 Work(Boys school; Yr 8 Middle Ability class, high ESL)

•Visiospatial

•Linguistic

•Visiospatial/Linguistic

•Introvert

•Aural

•Logical / Visiospatial

•Visiospatial / Linguistic

•Logical / Social

Sample Stage 5 Work (Boys school; Yr 10 Low Ability class, high ESL)

• logical

•Linguistic

•Linguistic

•Linguistic

•Logical

•Logical

•Linguistic

•Visiospatial

•Linguistic

•Logical

•Linguistic

So What are the Steps in Integrated MI in my programs?

1. Examine the skills expected in a topic of work.

2. Map verbs that are appropriate to that topic.

3. Find exercises that can teach understanding of that verb.

4. Use a range of activities to teach.

Some Useful Tips• Use scaffolds and models to show

students how to do activities – don’t send them into it “cold”.

• Liaise with other KLAs that may be teaching similar concepts (eg radiocarbon dating in yr 7 history)

• Give out verb sheets in exams and in the classroom

Finally….• Don’t be afraid to experiment – we

are scientists after all!• You can get through the syllabus

AND learn at the same time.• Have a range of verbs in

assessment tasks that test different abilities

• Emphasise assessment less and understanding more

Science is Fun and Exciting!

“Make it so. ” – J.L. Piccard