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March 30, 2017

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CheckPoint: Multiple Intelligence Theory
• Due Date: Day 4 [Individual] forum
• Choose a topic (such as history or science) that you feel is relevant to the age group you
work with or expect to work with.
• Describe in 200 to 300 words how you can assess knowledge on this topic using at least
five of Gardner's intelligences.
I chose science and the following is how I started it and I need help to finish it please

I choose science as my topic for this checkpoint. I feel it is relevant to the age I am going to be working with in my teaching field. I will be working with the kindergarteners. The ages range from 5 or 6 year old to about 7 year olds. The first intelligence I chose is the linguistic
The second Gardner's intelligences I chose is the logical-mathematical because the third Gardner's intelligences I chose is spatial
The fourth Gardner's intelligences I chose is intrapersonal because the children can share their feelings they have about things and everyone around them.
The finally Gardner's intelligences I chose is naturalist because the children can learn to identify different kinds of bugs and

  • AED - ,

    You have a great start, Dawn.

    I think you need to expand some of your points, keeping in mind that your purpose is to assess (or test) the children's scientific knowledge. For instance, using linguistic intelligence, the children can tell you what they've learned.

    How can you use the logical-mathematical and spatial intelligences to find out what the children have learned?

    You might also include basic interest in nature as a criteria for assessing them using the naturalist intelligence.

  • AED - ,

    To explain how you would assess a skill is to explain how you would test whether each student has learned what he/she should have learned about the subject.

    One of the best tools I've found for assessing knowledge in students, no matter what age, is by means of Bloom's Taxonomy:
    http://www.nwlink.com/~donclark/hrd/bloom.html

    Scroll down until you see the Cognitive chart. The left column lists the categories (Knowledge, Comprehension, Application, etc.) and the right column lists examples of how to "test" for each of the categories. Keep in mind that Knowledge and Comprehension are considered very basic; Application involves higher thinking skills; Analysis, Synthesis, and Evaluation involve even higher and higher thinking skills. Good assessment includes all six, and the best indicators of the students' knowledge are those that use the highest levels of thinking skills.

    Let us know what you think.

  • AED - ,

    Isn't Naturalistic intelligence the capacity to fit how things work together in the natural world?
    I don't understand your plan to assess knowledge in these five areas.

    I never cared for Gardner's divisions, but I do know at this level I would work on kids to recognize what a bug was (body, number legs, antenna, etc), how if fits into the environment, what good are bugs, and why we should not spray "bug" spray willy-nilly. Perhaps that takes a special intelligence.
    Work on your assessment plan.

  • AED - ,

    I choose science as my topic for this checkpoint. I feel it is relevant to the age I am going to be working with in my teaching field. I will be working with the kindergarteners. The ages range from 5 or 6 year olds to about 7 year olds. The first intelligence I chose is the linguistic because, the children can tell me what they've learned. The second Gardner's intelligences I chose are the logical-mathematical because I can find out what the children have learned in this area such as counting things like mathematic magnets, magnifying glass, cheerios, and other things in this area. The third Gardner's intelligences I chose are spatial because the children can draw me a picture, they can tell me what the picture is, and what the children have learned. The fourth Gardner's intelligences I chose is intrapersonal because the children can share their feelings they have about things and about how everyone around them makes them feel. Different types of feeling they can learn to recognize. The final Gardner's intelligences I chose is naturalist because I can include basic interest in nature. I would want the children to recognize what a bug is (body, number legs, antenna, etc), how the bug fits into the environment, and what good the bugs mean to us and nature. The children can learn the different type of objects such as rocks, the feel of them, color and so forth. This is what I came up with. What do u think I need to add or change to make this a better Checkpoint?

  • AED - ,

    This looks very good. Just a few minor suggestions --

    I choose science as my topic for this checkpoint. I feel it is relevant to the age I am going to be working with in my teaching field. I will be working with the kindergarteners. The ages range from 5 or 6 year olds to about 7 year olds. The first intelligence I chose is the linguistic because (<< no comma the children can tell me what they've learned. The second Gardner's intelligences I chose is the logical-mathematical because I can find out what the children have learned in this area such as counting things like mathematic magnets, magnifying glass, cheerios, and other things in this area. The third Gardner's intelligence I chose is spatial because the children can draw me a picture, they can tell me what the picture is, and what the children have learned. The fourth Gardner's intelligence I chose is intrapersonal because the children can share their feelings they have about things and about how everyone around them makes them feel. They can learn to recognize different types of feelings. The final Gardner's intelligence I chose is naturalist because I can include basic interest in nature. I would want the children to recognize what a bug is (body, number legs, antenna, etc), how the bug fits into the environment, and what good the bugs mean to us and nature. The children can learn the different types of objects such as rocks, the feel of them, color and so forth.
    ____________________________

    You might add a concluding sentence something like this:

    These five intelligences will help me assess the children's science knowledge and skills.

  • AED - ,

    ok i made the adjustments. thank you and wish me good luck on this

  • AED - ,

    You're very welcome, Dawn. Good luck! I hope you get a good grade! :-)

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