1

1

PROJECT MULTIPLY

Program Erasmus+

KA1 – Learning mobility for

individuals

01.08.2014 – 01.08.2015

2

2

TABLE OF CONTENT

INTRODUCTION ........................................................................................................ 4

THE CONCEPT OF “MULTIPLE INTELLIGENCES” BY HOWARD GARDNER ..... 5

REPORTS .................................................................................................................. 8

MEET MI TALENTS –THE USE OF THE MULTIPLE INTELLIGENCES IN ADULT LEARNING, 16 – 20 MARCH 2015 IN FLORENCE (ITALY) ...................................... 8

Report on Monday, 16th of March (First Day) ........................................................................ 8

Report on Tuesday, 17th of March (Second Day) ................................................................ 11

Report on Wednesday, 18th of March (Third Day) ............................................................... 13

Report on Thursday, 19th of March (Fourth Day) ................................................................ 15

Report on Friday, 20th of March (Fifth Day) ......................................................................... 17

MILD 2.0 – MULTIPLE INTELLIGENCES IN LEADERSHIP DEVELOPMENT (FLORENZ, MAI 2015) ............................................................................................. 20

PRACTICAL EXERCISES ....................................................................................... 24

LETTER TO MYSELF............................................................................................... 24

COFFEE EUROPE ................................................................................................... 27

FISHING NET ........................................................................................................... 29

CORE SQUARE ....................................................................................................... 31

INTERVIEWS ........................................................................................................... 34

INTERVIEW WITH ROBERT „BOB“ HARST ............................................................ 34

INTERVIEW WITH JULIE MARCELINO ................................................................... 37

INTERVIEW WITH DR. BARBARA SCHNEIDER .................................................... 39

3

3

INTERVIEW WITH SISTER URŠA DOBLEHAR BY NADA BABIĆ .......................... 41

INTERVIEW WITH SEVGI ILGEZDI ......................................................................... 43

BIBLIOGRAPHIE ..................................................................................................... 45

CONTRIBUTORS ..................................................................................................... 47

TRAINERS ............................................................................................................... 47

PARTICIPANTS ....................................................................................................... 49

PROJECT INFORMATION ....................................................................................... 51

CODE OF ETHICS ................................................................................................... 52

4

4

INTRODUCTION

Developed in the framework of the Key Action 1 – Learning Mobility of Individuals of the Erasmus + program, the project MULTIPLY – Capacity-Building in Adult Education was implemented from the August, 1st, 2014 to August, 1st, 2015. Coordinated by the EU-Fundraising Association e.V. (Germany), the project involved three course providers:

Alp – Aktivieren von Leadership Potential (Austria)

Academia europea di Firenze (Italy)

L’ Ydille Lang (France) As learning mobility project, MULTIPLY aimed to question classical learning methods and test new ones. It mainly provided knowledge about the theory of “Multiple Intelligences” created by Howard Earl Gardner which was adapted to the tested learning methods. Therefore the project was intended for teachers and education workers who wanted to improve their learning and teaching skills. Furthermore, it was intended to make participants reflect on their own leadership and management skills. In order to achieve this goal, the following courses were organized during the project:

Meet my Talents 1 – The use of the Multiple Intelligences in adult learning (Vienna, Austria – January 2015)

Meet my talents 2 – The use of the Multiple Intelligences in adult learning (Florence, Italy – March 2015)

Both courses introduced the concept of “Multiple Intelligences” and how the latter is

used by educators, teachers and trainers.

Le. Le. Learning Leadership (Dinard, France – May 2015) This course focused on the individual profile of the participants by establishing a link between leadership and learning. After having determined their own profile, participants could analyze their strengths and weaknesses and then consider changing their leadership and teaching methods.

MILD 2.0 – The use of Multiple Intelligences in Leadership Development (Florence, Italy – May 2015) This course explored the connection between leadership and multiple intelligences as generative engine for self-development and leadership. After learning and investigating the theories participants were challenged through a personal leadership challenge. All learning trips were attended by different participants who reported on their experience and gave their opinion about the implementation of the courses. Upstream of the final report, this Multiply Booklet aims to describe the activities, gather the interviews of some participants and share the latter’s experiences.

5

5

THE CONCEPT OF “MULTIPLE INTELLIGENCES” BY HOWARD GARDNER

Since 1900, when Alfred Binet developed the first “intelligence test” to measure a person´s intelligence quotient, such assessments mainly have focused on a very limited and restricted definition of intelligence. The latest scientific research on the subject of cognitive psychology demonstrates that intelligence goes further and includes more abilities than it has been recognized up to today. In the book “The theory of multiple intelligences”, the American developmental psychologist and educational theorist Howard Gardner developed a theory of multiple intelligences. Intense researches have shown that human beings have several cognitive abilities that are relatively independent from each other. The starting point was Gardner´s dissatisfaction with conventional IQ tests and proficiency exams. Wrongly, as he assumed, these only tested typical educational abilities like linguistic or logical-mathematical tasks. Beyond school, he considered these tests to be of little use. In the end, mathematical and verbal abilities would not be more important for success in real life than other types of intelligence, which help to solve problems. By his diverse concept, Gardner tries to take additional practical abilities into account which are relevant for a person´s career. Aspects like motivation and creativity just as the environment are of great importance. We also know that talents are determined by the interaction of hereditary characteristics and surroundings. That means, talents can be developed or wither away.

Intelligences based on Howard Gardner:

Due to neuro-biological and neuro-psychological insight, Howard Gardner developed the

theory of multiple intelligences. It is pioneering for the majority of experts and mostly for

teachers and coaches. According to certain criteria, he defined 9 different intelligences.

1. Linguistic intelligence: The ability of using language (as mother tongue or foreign language) accurately to express thoughts, to reflect or to understand other people.

2. Musical intelligence: The ability of musical thinking; to perceive, to discern, to remember, to convert, and to express rhythms and patterns.

3. Logical-mathematical intelligence: The ability of dealing with chains of evidence and to recognize similarities between things by abstraction. It also includes the ability of dealing with numbers, quantities and mental operations.

4. Spatial intelligence: The ability of perceiving visual things, to experiment with them in your imagination and to see the environment spatially.

5. Physical intelligence: The ability of using your body or parts of it like hands or feet skillfully to solve problems or to create something.

6. Intrapersonal intelligence: The ability to control your impulses, to know your own limits and to deal with your emotions intelligently.

6

6

7. Interpersonal intelligence: The ability to understand other people and to communicate sensitively with them. Intrapersonal and interpersonal intelligences are connected very strongly with each other and belong to the group of emotional intelligence.

8. Naturalistic intelligence: The ability to observe, to differentiate, and to discern just as developing sensitivity for nature and its phenomena.

9. Existential intelligence: The ability to recognize the essential questions of existence and to search for their answers.

The core Quadrant by Daniel Ofman:

The core quadrant is a tool to discover the core qualities and challenges in themselves and in others.

Every person is "coloured" by his core qualities, they are given him as an investment. Personal Skills, which are in fact taught or imposed from outside (nurture) , core qualities come from inside ( nature ) .

Core qualities have a positive and a negative side. This dark side is also referred to as a Pitfall and can be interpreted as "overkill ".Too much of your “core quality” leads to a pitfall. Carefulness can be to paternalism and energy to intrusiveness. Also associated with each core quality is also a Challenge. This is the positive faced quality of the Pitfall. The Pitfall “Intrusiveness “ gets the challenge "Restraint" .

Core qualities and challenges belong together and complement each other well. What matters is how you find the balance between energy and patience. It could be a kind of "both - and" instead of an "either - or" be applied. The fourth and final aspect in the square is the Allergy, because many people are allergic to too much of their challenge. In the example, passivity is the allergy, it is expressed simplistic "to a lot of patience."

The core square can help to discover the core qualities and challenges in themselves and in others. Also, it often happens that one against whom you have the greatest aversion (a kind of "allergy") is the person from whom you can learn most

The core quadrant can be applied in various fields, such as in

• personal development plans

• developing leadership skills

• Team development processes

• Intercultural cooperation

• Coping with stress

• Team building processes.

Contents of the method are the recognition of the strengths and weaknesses in themselves

and employees, promoting the strengths and potential of employees, reducing weaknesses

7

7

and motivation promotion. The method of the core quadrant can be used in team

development, organizational development and executive coaching. In the Netherlands,

Denmark, Switzerland and other European countries it is already used successfully in all

types of personnel work.

The core square was developed in the 80s by the Dutchman Daniel Ofman and used, for example, with the question of how it manages a manager to motivate their employees to take on more responsibility and himself to behave as part of the whole , on the basis their own core qualities to act and give their best for the company .

8

8

REPORTS

Meet MI talents –The use of the Multiple Intelligences in Adult

Learning, 16 – 20 March 2015 in Florence (Italy)

The learning trip Meet MI talents – The use of the Multiple Intelligences in Adult Learning took place in Florence from the 16th to the 20th of March. The course was attended by 11 participants including 7 Germans, 3 Slovenians and 1 Italian. It aimed to explore the concept of Multiples Intelligences in different learning environments and to test the latter with different learning methods. In the following reports on the learning trip, four participants have depicted the running of each day and given their personal impression on it.

Report on Monday, 16th of March (First Day) By Dr. Renate Eras, Berlin, Germany, renate-eras@t-online.de Morning Session: Afternoon Session: Setting the scene Exploring Interpersonal Intelligence Getting to know each other through cooking together Expectations Methodology of the course Our morning session started in very interesting place: Caffee Letterario delle Murate, Piazza delle Murate, 50122 Firenze: http://www.lemurate.it/ What a creative and full of intelligences place! Former prison rebuilt in modern flats and open social meeting place with regularly galleries, concerts and art activities and performances. pen and creative learning space with very familiar atmosphere.

Paola and Silvia let us the time to feel this ambiance. Coffee, tea and tasty sweets additional support helped to feel free in communication and to getting to know each other. We organised small talk groups (3-4 persons) and spoke about themes like:

9

9

- My knowledge on the Multiple Intelligences - My intelligences - My educational background - My most learning achievement I’m proud of … - My working profession.

In next step we defined our expectations and wrote it down on posters based on follow imaginations:

- The motivation that lead me to this seminar is … - In these days I would like to discover … - Something that I’m worried about is …

We looked for “Different ways to develop my MI”, “to explore Florence”, “curiosity” and “better weather” ;-)) Each of us created an individual “Expectation Card” to define his/her own expectations in starting phase of the seminar. This card we checked a second time in final phase and sent back by post in 6 weeks after the seminar was finished. I will be definitely happy about this post card as remembrance of our interesting and creative seminar, our nice group and our professional trainers and friends Paola and Silvia! We participants started this seminar from different starting points and I was curious about what would happen in the next following hours and days with us … Afternoon session was realised in AEF, Accademia Europea di Firenze, Viale Spartaco Lavagnini 4, 50129 Firenze, http://www.aefonline.eu/

10

10

Main aim was to explore Interpersonal Intelligence through cooking together. Each participant brought 1-3 different likely ingredients from home. What a mixture! Potatoes, nuts, red lentils, a lot of different spices, and last but not least: Pudding and Pumpernickel ;-)) And such a lot of interesting personally stories about most popular ingredients! The challenge started to create common menus with these ingredients in smaller groups (4 persons each) in very small kitchen with only 4 gas points on stove and limited cooking equipment. Next challenge: we had vegetarians, vegans and people with intolerances… Yeah, not so easy job! O.k. - We managed cooking without crisis and any brawl. We cleared before who will be the first on stove and on the table in the kitchen, who need which kind of equipment and finally: who cleaned the kitchen in the end ;-) We celebrate a very tasty menu with so different food – definitely better as in restaurant. I’m sure about our very developed Interpersonal (cooking) Intelligence in this evening!!

11

11

Report on Tuesday, 17th of March (Second Day) By Barbara Schneider, Hannover, Germany, b.i.g.schneider@web.de

Tuesday was dedicated to two topics: 1. Exploring musical intelligence

2. Exploring visual spatial intelligence

The morning session took place in the Accademia Europea di Firenze. We did several rhythmical exercises to develop our innate musical intelligence. Very quickly it became clear that it is necessary to listen very attentively in order not to disrupt the harmony of the group's performance.

Throughout the session it was obvious that it is important to reduce the learning process to the barest necessities that means to simplify the instructions and to leave out everything superfluous. Another important insight is that after you have practiced on a very simple level and the movements have become automatic, the whole rhythm will be more fluently performed. That means that listening to the music intently, performing the movements carefully and allowing oneself to be led by the music enables one in the end to become more relaxed. Transferring this exercise to a more abstract level and referring it to the question of leadership it could mean that it is advisable to loosen one's constant control and to try to establish a change between activity and passivity. That doesn't imply that you as a leader should be completely inactive throughout the state of passivity, the latter is rather to be understood as a state of very active reception. In the following discussion several points were stressed, for example it was underlined that leadership is not only indicated by oral commands, but also by gestures and facial expressions. In addition to that it is absolutely necessary for the leader to show his/her appreciation not only of the result, but also of the effort during the whole process. In the afternoon we split up into three groups and explored our visual spatial intelligence. Each group

12

12

had to find three different venues in Florence which were not related in any way, for example a specific square, a café and a language school. So first of all, we had to find our way in a

strange city, and secondly we had to classify and observe/ describe the sites. The different places represented completely different aspects with regard to the inhabitants, the atmosphere, the architecture of Florence etc. Whereas in the language school (Centro Linguistico di Ateneo) there prevailed an atmosphere of learning and a continual bustle of young people coming and going, the Caffé Rivoire close to the duomo presented the complete opposition.

The café represented a very touristy side of Florence. Here we met mostly elderly foreign tourists who were able to afford the high prices of the drinks. Close to the language school many restaurants had offered meals at a very reasonable price. The square which was our next goal presented a completely different atmosphere. Having crossed Ponte Vecchio with all the tourists, the busy shops and the pedlars we reached after a few steps a completely different atmosphere: Piazza Santo Spirito. Inspite of the fact that the piazza is also involved in the commercial business of Florence, being surrounded by very restaurants, the square reflects an almost spiritual calmness. So in order to discover a new environment one has to leave the paths trodden by everyone.

13

13

Report on Wednesday, 18th of March (Third Day) By Maike Wetzel, Berlin, Germany Spiritual and Intrapersonal Intelligence On Wednesday we explored the Spiritual and the Intrapersonal Intelligence according to Gardener’s theory of the Multiple Intelligences. We met the Accademia Metafisica Applicata which is Italy’s first school for spiritual coaching. It was founded exactly one year ago and provides us with a cosy and historical environment. Paola and Silvia explained briefly what people in general associate with „spiritual“ and „intrapersonal“ and how these ideas relate to Gardner’s understanding regarding these aspects of our intelligences. On the one hand, „spiritual“ is often perceived as a synonym for „ethical“ which is immediately connected with „rules“ or as „moral“ in our mind and often linked with „judgments“ as a consequence. Therefore both adjectives tend to have a limiting effect. On the other hand „spiritual“ is very often associated with some kind of religious belief. According to Paola she and Silvia stick to this label because they understand it as the ability to connect with the energy which surrounds us. We got started with a light version of the sun salutation from Yoga and then moved in the room listening to various kinds of music which in the end got all of us dancing. After this we discussed our ideas about „energy“ in general and put them on a chalk board. (pic) After a coffee break we visualized our „comfort zone“ around us with a piece of yarn. Only after that Paola explained Gardner’s theory of everyone’s comfort, stretching and panic zone: our comfort zone is the zone in which we feel at ease and in control – we know our tasks and are able to cope with them. As place and the people are familiar to us, we feel comfortable. The stretching zone takes this impression to its limits and in the panic zone we are out of control so that we are not able to focus as well, only acting on impulse. Learning starts outside the comfort zone but not in the panic zone. Then Paola guided us through a memory exercise: Everybody envisioned a vivid recent or past experience in which we left our comfort zone – for example when we first set foot in Florence. We were asked to notice our feelings and reactions. Then Paola asked us to imagine a person who is close to us in this scene approaching us, then a person we know but not closely joining us in this inner picture and at last a total stranger. Afterwards we talked to another participant about this experience and exchanged views on three questions:

1. How do I recognize that I am out of my comfort zone? 2. How do I react when I am out of my comfort zone? 3. How do I go back to my comfort zone?

Most of us summed up the answers to the last two questions already in the first reply. The physical reactions to leaving the comfort zone were described ranging from a general perception of weakness up to sweating, heart pounding, and eyes wide open. The reactions were for example to shut down all inner and exterior antennas like not making eye-contact anymore. Strategies to overcome this and in order to go back to the comfort zone included breathing deeply, making a cup of tea, informal chit-chat, change of scene, doing sports, going outside,

14

14

looking at flowers or gardening and other things we enjoy doing or activities which help us to distance ourselves mentally and/or physically from a stressful situation and to recenter ourselves. The aspect of „age „was discussed in various ways: Most of people thought that the older you grow, the more experience you got and the more comfortable you feel as a consequence. The opinions on whether maturity prevents us from making new (learning) experiences were divided. Everyone agreed that it is very useful to be able to detect the signs of leaving the comfort zone at an early stage and to take precautions in order to activate one’s resources as a precaution for getting into the panic zone. The difference between the concept of personal space and the comfort zone was put forward: The personal space relates to how much space one needs for him-/herself in order to feel comfortable and his/her relation to his/her belongings as well. Jobs like the people who are hired to push other people in the Japanese subway into the already packed trains would be unthinkable in Europe or especially the United States where people in general need more (physical) space for themselves. The comfort zone refers to an emotional level of being. The role of our emotions could be compared to riding a horse: The cavalier gets the impression of being in control of the horse is actually running. The comfort zone is built like a cell: the membrane is permeable. In the afternoon we talked about stress and also put down our wishes and expectations for the days to come. First of all we activated our meridians by tapping along our arms, legs, belly, face and head. To massage our shoulders we formed a circle – this suggestion came from the group. After this we collected observations about things which stress us and learned about a method to prevent burnout: Mindfulness. The key to being in the moment and aware of oneself is breathing. We therefore did a short breathing meditation with a recorded instruction. Later on we shared our observation about the immediate effect: It was calming. Some felt sleepy, some refreshed and like after power-napping. Silvia called the breathing exercise a listening exercise as well because it helps us to listen to our bodies and shows us how easy it is to activate our capacity to feel much more. It also offers us the opportunity to explore deeper within ourselves. Summing it all up we collected our resonances of the day which ranged from positive effects on a condition called „frozen shoulder“ up to the commemoration of how simple the concept of mindfulness is and yet how hard to maintain.

15

15

Report on Thursday, 19th of March (Fourth Day) By Dr. Rosário Costa-Schott, München, Germany, rosario.costa-schott@gmx.de Exploring Naturalistic and Kinaesthetic Intelligences at Parco delle Cascine

We started at 9.15 a.m. from the Hotel Orcagna walking through the city passing the Piazza San Lorenzo towards Santa Maria Novella. On the western side of the main train station we met the group at the tram station. We took the tram to Parco Cascine, the green lung of Florence. Paola and Silvia welcomed us to the day of naturalistic intelligence through the contact with nature. We got a scientific description of the trees and a map of the park but were also invited to be guided by our senses or to do a combination of both, a sensorial and a scientific way through the park until noon at the meeting point Piazzale delle Cascine. Arriving there each participant was warmly applauded. Sitting in a circle

we shared the experience: Each one had 2 minutes to tell the story of the experience, another participant controlled the time. For another 2 minutes we were invited to pick out one or more words, even a sentence, out of the story we had just been listening to. The time-keeper was the person who should tell his/her story next. The sharing of the personal stories was well appreciated. Time for lunch!

The picnic was fantastic, we shared food and beverages sitting on the lane or on the trunk of a huge tree which had fallen down during a storm three weeks before.

16

16

Time to relax or to go for a coffee...

In the afternoon we experienced the kinaesthetic intellingence. Kinaesthetic Intellingence is about using our hands, our body, moving, precision and equilibrium. We were invited to learn 3 new games/sports/activities within 45 minutes. As there were:

Slackline, frisbee, juggling

Origami, Tangram, knitting, rubberbands

Billy Bibber, etc.

Sharing those energizing experiences we discovered that one almost gives up too soon on things you don’t find important. To succeed you need to change the way you are doing it and to find another way. Give time to your brain! The question itself „ Did you experience 3 new things?“ or „did you learn 3 new things?“ shows that in our mind „Learning=I have to present results!“ is fixed. But it can be also a necessity to do it, meaning „I want to be able to!“

17

17

Report on Friday, 20th of March (Fifth Day) By Joachim Bessell, Moos, Germany, joachim@bessell.de Multiple Intelligences – looking at the whole picture Today is a special day: the International Day of Happiness, Equal-Pay-Day, the Day of Remembrance for victims of the Mafia and the equinox all fall on the 20.3.2015. In particular however, today is our day on the subject of “Multiple Intelligences – looking at the whole picture”! Finally, we will learn the truth behind all of our experiences, discussions, insights and impressions of the last four days. The theory of multiple intelligences shows us that we can learn from different situations. Paola placed the cards from our first day in the middle of our circle again. Written on them is: “What was my most recent learning achievement I’m proud of?” How would we answer this question today? We exchanged our ideas with the person sitting next to us. The precondition of learning experiences means opening oneself and making room for something new, as Paola pointed out to us. Our particular cultural bias about “learning” defines us by the “results” that have to be shown/ achieved. Learning, however, can also mean the experience itself and all that is related to it when a person opens themselves for the process of learning. According to the theory of David A. Kolb, learning consists of a cycle of experience – reflection – development of theories and then application. Based on this concept different styles of learning have been developed. For Honey and Mumford, learning is a cyclic process (incidental learning) by which the individual differs in their preferences for certain parts of the cycle. According to Howard Gardner’s theory of multiple intelligences, there are nine different intelligences that can be distinguished. Correspondingly, the preferences in perception and in the acquisition of something new are very different from one individual to the next. This was something we became very much aware of in our discussions and explorations in the last four days.

Paola called our attention to what is new in the discussion about learning styles, learning types and also multiple intelligences, namely, that the responsibility for the learning process (thus also for the learning) is in the hands of the learner. The task of the teacher is, in his role as a facilitator, to create an environment which enables diverse individuals to experience learning according to their own preferences. Otto Scharmer cites four different states of mindfulness that help or hinder learning:

18

18

1.Downloading: Old patterns of thought or existing expectations are confirmed. 2. Concentration on facts: What is new? What is different? 3. Empathy: To see the world through the eyes of others. 4. Creativity: To perceive and pay attention to the broader context of a possible future development.

To reach state 4, we are required to open: - our mind (1 to 2) - our heart (2 to 3) - our will (3 to 4)

Only when we are able to alter the way we see ourselves and to go through the four states, will we come to experience true learning. Of course, our own resistance can often get in our way. Instead of judging (state 1) it’s better to simply name the facts (state 2). Instead of judging a person just on one aspect, it’s better to try to see and understand the person as a whole. The awareness of multiple intelligences makes it possible to better understand the different behavior of people in different situations. What hinders us in reaching the state of creativity (state 4) is fear. Overcoming this fear can involve acknowledging, accepting and naming it in ourselves. We can then also find out more about the reasons behind us not being able to create something new. According to Otto Scharmer, the means by which we can reach this creative state is a process of “presencing”. This means “The capacity to connect to the deepest source of self and will allow the future to emerge from

the whole rather than from a smaller part or special interest group.” A discussion about leadership and the impact that knowing about MI can have on one’s own leadership followed. In the end, good leadership will always take into account and accept the diversity of people and thus communicate appropriately. After these exposes and interesting talks, we were all happy that not only the morning’s subject matter could be digested, but also a tasty lunch at the restaurant around the corner. Of course, the discussions continued there, too…. The afternoon was spent in the botanical gardens which was the perfect place to edit the letters that we had written to ourselves and to add to our wishes or make them more specific. In six weeks we will have the letters, courtesy of snail mail, in our letter boxes. The rest of the afternoon was filled with a rather special kind of course evaluation. First of all we filled out a conventional questionnaire and then we formed plasticine to give expression to our view of the previous days. The results were then duly appraised and associations made. We also received our course certificates whereby everyone received someone else’s and then had to

19

19

present it to them. What was special was that the person had to recognize themselves in your description and what you said about them, without mentioning their names. With this the five days came to an end and in retrospect, it was as if the time had flown faster than usual!

20

20

MILD 2.0 – Multiple Intelligences in Leadership Development (Florenz, Mai 2015) The learning trip MILD 2.0 – Multiple Intelligences in Leadership Development took place in Florence from the 25th to the 29tth Mai 2015. The course was attended by 4 German participants and one Slovenian. It aimed at exploring the concept of Multiple Intelligences related to leadership skills in different learning environments and to test the latter with different learning methods. One participant wrote a report on a group exercise which was conducted in a park. A walk in the park

By Sylvia Blaschke, Germany

On Wednesday Irene and Angelica took us to the Parco delle Cascine in the heart of

Florence. After half an hour on the bus we arrived in this beautiful park on the bank of the Arno river, built up under the rules of Cosimo di Medici. In former times used as the farming and hunting estate for the Medici family, nowadays a local holiday area, the park would be our classroom for this particular day. It was a warm and sunny day and we all were amazed about the monumental park and the beauty of

the nature all around. But before we could start with our main challenges, we had to manage another unexpected challenge. On nearly all places the trainer figured out for our tasks somebody was mowing the grass.

Meanwhile we assumed that we may have chosen the only day of the year such work is

done at Florence. So our first thing to do was to review the past days, thinking about what we

have already learned about Multiple Intelligences and especially what we have learned about

our own intelligences. It was a perfect surrounding for a review; there was only the nature

and its particular sounds (apart from the fact of the lawnmower) and the grass under your

feet. In this moment no one could foresee that the lyrics of the song “a walk in the park, a

step in the dark” would become true for us on this lovely day. Finally the lawnmower came to

an end and Irene and Angelica led us to a place in the historic center of the park. It was a

circle under huge trees with old and rotten stones and roots from where we could see the

footpath for visitors in a distance of perhaps fifty meters. As in former tasks one of our group

had to be the leader in this challenge. It was Monika who took the hat.

Irene and Angelica introduced us to the challenge. The task was to cross the meadow in

front of the circle, to climb up the hillock which separates the footpath from the meadow and

to find a ribbon,that Irene had fastened on a tree trunk. The method to reach the tree with the

ribbon could be chosen by us, either we walk all together or each one of us for himself. We

all were thinking about what could be as difficult on this challenge as Angelica let out the cat

21

21

of the bag. She packed out five blindfolds, one for each of us. So we had to do this walk blindfolded; only being dependent on our other senses. We had about 30 minutes to work out our strategy and to scout out the environment. Within these 30 minutes we were also allowed to try out the way from the circle to the tree, whether blindfolded or not. First we stuck together and each one of us made proposals until Monika started to sort the

crowd and asked each of us for our ideas. Soon we came to the conclusion that the only way

to reach the other side in time was to walk in a row, one behind the other with a hand on the

shoulder of the person in front. So we scouted out the ground, looking for obstacles, certain

characteristics of the terrain and clues which could give us important advices. For example

one recognized that when we leave the circle we will come out from the shadow into the sun.

When we can feel the sunbeams on our skin, we slightly have to turn left and so on. Then we

decided to do a first trial without the blindfold in order to get a feeling for the right way and

the terrain. Helke took over the head position for she is quite good in visualizing things.

Monika as the leading person took her place in the middle of the chain in order to

communicate everything from the

head to the end and backwards.

For I have some trouble with

walking on uneven ground I took

over the end position. So I could be

sure not to be pushed too far and

not to obstruct a person behind me.

In a chain of five we started our first

trial.

We started in the middle of the

circle, walked careful through the

wood and the grass, trying to perceive more things by feeling and hearing than by seeing

and checked out the most uncomplicated way over the meadow. Irene and Angelica assured

us that they will look attentive on what we do and where we walk so we could feel almost

safe the whole time. We decided to do a first trial without the blindfold in order to get a feeling

for the right way and the terrain. After this first trial each one of us had the feeling to know the

way and we decided to relinquish another trial and do the task right now. After putting on the

blindfold we soon felt that everything changes if one is not able to see. But there was no

doubt that we want to win the challenge. So we started. Very slow and careful we shuffled

over roots and stones. Monika did a very good job in the middle position; she was always

talking with the front and the end and established a good balance between all positions and

the personal speed of each one of us. As Helke told us that she can feel the sun on her skin

we slightly turned left as we figured it during the trial. After further steps some of us asked if

we have not gone too far. We stopped and tried to arrange ourselves by feeling and hearing

what is around. We went on and turned slowly right in order to reach the footpath. After a

while we reached a slight ascent but we also recognized that this on is steeper than the first

ascent. By using the free hand we tried to grope our way. We felt a hedge and decided to

walk along it. Suddenly Irene and Angelica stopped our walk. We stood too close on the high

frequented footpath where also a lot of bicycles came along. Holding us back from crossing

they gave us a last time limit to find the right tree. So we walked on, each one of us doubting

22

22

if we have chosen the right

direction, trying to remember

if it was a big tree or a

smaller one. We groped

each tree trunk without

finding the ribbon. As I

walked on the end I didn’t

hold out any great hopes

that we will finally find it,

when I suddenly recognized

a slight unevenness on the

trunk which not seemed to

be natural. It was the ribbon! I yelled out “I’ve found the ribbon!!!” and I heard a sigh of relief

of the others.

Afterwards Irene and Angelica showed us the way we have made over the meadow. It was a

complete other route than we figured out in our trial. Some of us thought we have gone too

far along the footpath…no, first we went too far to the left. As we turned towards the footpath

we had just made half of the way we wanted to do so we reached the row with the trees right

at the beginning instead of the middle. BUT: we did the challenge just in time and we were

happy about this. In the knowing that the next item on our agenda would be a fine picnic in

this beautiful park, without blindfolds, without lawnmower and without obstacles we sat down

and joined our impressions and observations.

Our conclusion:

We learned such a lot by doing this task that it is nearly impossible to describe all

conclusions and emotions. To speak for the whole group I can say that it was a very deep

and intensive experience. It made us aware of how strong we are focused on visual things.

We became aware of using all our senses which are helpful as well and for myself I can

assure that I learnt to trust in others. Before we started the mission I was full of fear to

stumble, but in the moment we started the fear has been gone.

We were focused on winning the challenge and doing our best for the group. Each one of us

has her own abilities and skills and together we really did a good job. The task showed us

that we are able to do things we never would expect by acting hand in hand and by

combining our abilities. What I learnt for my personal future? Sometimes it is helpful to share

responsibility and to trust on the skills of the team members. It is helpful to do things together

and it is very helpful to step outside from force of habit.

This was only one of five challenges we had to do. All of them gave us the possibility to learn

more about the approach of the Multiple Intelligences by Howard Gardener. We learned a lot

of ourselves and about our own intelligences and how to applicate them into our private and

professional life. It was worthy to learn all this by doing. Angelica introduced us to the

upcoming week with a quotation of Confucius: What you tell me, I forget. What you show me,

I remember. What you let me do, I understand. A heartfelt thankyou to Angelica and Irene for

23

23

providing us various possibilities to do! You really did a great job. Thank you and the whole

group for a fantastic week in Florence, full of joy, laughing, emotions and understanding!

24

24

PRACTICAL EXERCISES

Interested in testing your multiple intelligence and leadership skills in your

professional environment? Then discover four practical exercises allowing you to

know better your personality and the way you interact with the others in a group…

Letter to myself

Method title A letter to myself

Meet my Talents 1 – The use of the Multiple Intelligences in adult

learning (Vienna, Austria – January 2015)

Materials

Coloured paper, cardboard sheets, envelopes, crayon, pencils, glue, scissors, stickers (suitable are emoticons, dots, numbers, letters and pictograms suchs as hearts, eyes, stars,…) or magazine clippings – your imagination is the limit! In addition you will need stamps, so the letters can be posted three months after the seminar. Optional: colourful and patterned masking tape, rubber stamps and ink

25

25

pads

Number of Learners

1-99

Time 2x15 to 30 minutes

Objectives This exercise invites the participants to: - reflect on their initial expectations - evaluate and reflect on their experiences and course contents on an individual level - create a sustainable memory/experience - take stock of a learning situation The method is designed to help carry the inspiration, motivation and ideas for/of a training into the participants daily routines and/or workday after a seminar.

Description Preparation: The aforementioned materials placed accessible to all participants. Prepare a custom set of guiding questions or (incomplete) affirmations. Execution: Ultimately this exercise can be hosted nearly anywhere and in any class or course context. The method is particularly suitable as an individual starting and conclusion point to a course. On day one of the curriculum: The participants are invited to write a letter to themselves. The invitation should include the notion, that they are invited to reflect on their expectations in regard to the shared experience ahead of them. Present to the participants the aforementioned set of affirmations and ask them to customize – e.g. “I would love to…” or “What do I want to accomplish and how do I want to reach that goal?” – The exercise in accordance to the course. The participants are invited to make use of all or a selection of the materials presented to them. Be it as ‘decoration’ or as an ‘answer’ in itself. Once the letter is written, it should be put in an envelope. It should be pointed out to the participants, that the envelope should not be closed, yet. Collect the letters and store in a safe place. On the last day of the curriculum: Return the letters and materials to the participants. Invite the participants to make alterations/extensions. Maybe provide additional questions/affirmations – e.g. “I did not expect to…” or “I achieved…”, “How do I feel now?” “What did I learn?”, “What are my next steps?”, “Where do I picture myself within three months?”, “What challenges do I imagine encountering the future”, etc…” The aim is for the participant to summarize what they have learned and what they want to implement and how. Ask participants to close the envelopes once the letters are finalized. The envelopes should be provided with the respective address of the participants. 4 weeks later: Post the letter to the participants…This serves as a reminder and a potential final reflection.

Challenges for the Trainer

Depending on the individual joy of creative work, the amount of time the specific participants will use may vary widely.

Results and Documentation

The result of the exercise is an actual letter for the participant(s). It serves as a form of documentation in due time at the actual reference experience/course.

Target Groups As described here, this method is targeted at anyone with eyesight and full command over their hand(s). It can be used in seminars

26

26

on any topic.

Intelligences Visual, intrapersonal

27

27

Coffee Europe

Method title Coffee Europe

Meet my Talents 1 – The use of the Multiple Intelligences in adult learning (Vienna, Austria – January 2015)

Materials

Preparation of the room should include several tables covered with flipchart paper/packing paper, pens (different colors), stamps and any other material that boost your creativity.

Number of Learners

At least 12

Time Depends on the number of participants

Objectives This exercise facilitates a discussion process which allows learners from different backgrounds to freely share their opinion about different topics in the framework of small groups. The aim is to get participants know each other and feel comfortable in the whole group. That is why this exercise is especially suitable at the beginning of a learning experience.

Description Preparation:

tape Flipchart or packing paper on the tables To write down one question per table on flipchart paper such as: When I think to my intelligences, it comes to my mind…; A challenge I face as a leader; The motivation that leads me to this course is… The questions can be modified regarding the specific content of the training Execution:

28

28

Ideally, the exercise should be tested in a relaxing place. During this learning trip, we had the chance to test this exercise in the wonderful atmosphere of an authentic traditional Viennese coffee house. For centuries coffee houses has been a public meeting place to chat with friends and foreigners and to exchange views. However, you also can perform the exercise in a simple conference room but be aware to create a delightful atmosphere. Trainers should prepare the room by installing an amount of tables that allows participants to discuss in small groups (5-8 persons). Each group should deal with one single question such as: What are our individual rhythms and ways of learning and knowing? The Trainer invites the learners to write down there answers and comments on the table. Everybody chooses his or her own color and is free to visualize hi/her thoughts with images and symbols. Two variants for the process are possible: In the first case, participants are free to join the group of their choice and discuss with others as long as they wish without any time restriction. This option was chosen during our Erasmus course in Vienna. In the second case, participants must take account of time restriction and should change of group as soon as the trainer gives a sign. A gong could be used to let time restriction per discussion be respected. This variant is easier in case y A gong could also be used to let time restriction per discussion be respected our seminar has to follow a fixed schedule.

Challenges for the Trainer

In the second case, participants could feel a lack of time to discuss more sustained on the topic

Results and Documentation

The expected result is the documentation of the collected knowledge in a group and furthermore the improvement of the team-building process. Photos of the ideas collected on the tables during the brainstorming can be taken.

Target Groups As described here, this method is targeted at anyone with eyesight and full command over their hand(s). It can be used in seminars on any topic.

29

29

Fishing Net

Method title Fishing Net (Inspired by Meet my Talents 1 – The use of the Multiple Intelligences in adult learning (Vienna, Austria – January 2015)

Materials

A prepared facilitation board with the headline “What has stuck to your minds?” – with a fishing net drawn under the headline. Blue fish-shaped facilitation cards.

Number of Learners

5-15

Time 20 minutes

Objectives The aim is to reflect any time on the content after a taught topic or at the end of the course. For the trainer it offers the ability to get a quick and easy feedback whether important aspects of the training have been understood and can be remembered.

Description Preparation: To prepare the facilitation board with headline and fishing net. To prepare the facilitation cards in fish-shapes if not order them by mail from a specialist web shop for facilitation equipment. Execution: The trainer hands out two fish-shaped facilitation cards to each participant. The trainer invites the participants to reflect on “what has stuck to your minds“after the taught topic. She/he asks them to write down the two

30

30

most important results/impressions on two different fish-shaped facilitation cards. After that the participants are asked to pin their cards on the net and to read/explain to the others in a clockwise sequence. The trainer thanks the participant for her/his contribution and invites the next participant to add her/his cards. In this exercise the facilitation cards should neither be commented nor discussed by the group or the trainer. The feedback consists of personal opinions quickly collected that will be respected and not commented, adjusted, criticized or evaluated in the group. To finish, the trainer thanks the participants. Alternatives to the method The number of the cards can be limited to one card per participant in groups, applying for group consisting of more than 15 participants. In small groups (3-5 persons) three facilitation cards can be used. More facilitation cards would counteract the target to concentrate on the most remarkable aspects. The trainer offers a second facilitation board in which the “wide ocean” is pictured through waves drawn on the board. The participants are allowed to take an additional facilitation card if they wish. Here they can write down a particular challenge they see or a fact they did not understand quite well. This alternative is particular useful when the exercise is used as part of an interim evaluation and the group will meet again.

Challenges for the Trainer

The participants tend to discuss the cards. The trainer should intervene in the discussions from the beginning and not let the participants facilitate the round. Every individual experience and opinion has to be respected.

Results and Documentation

The result is a quick “state of the art analysis” about what has been pictured as the most important outputs by the participants.

Target Groups As described here, this method is targeted at anyone with eyesight and full command over their hand(s). It can be used in seminars on any topic.

31

31

Core Square

Method title Core square MILD 2.0 – The use of Multiple Intelligences in Leadership Development (Florence, Italy – Mai 2015)

©2001 Kern Konsult International

Materials

A prepared facilitation board on tables with the Core square scheme

Number of Learners

1-10

Time 20-30 minutes

Objectives The aim is to let participants find out their core quality and reflect on the potential negative impact on the others when the latter is misused

Description Preparation: To prepare the facilitation board to fill by each participant

32

32

Execution: The trainer requests all participants to set up small working groups (2-3 persons). Then, he/she invites the participants to reflect on his/her own core quality, which refers to the core quadrant developed in the 80s by the Dutchman Daniel Ofman as a tool which should help managers to motivate their employees to take on more responsibility and for themselves to behave as part of the whole, to act on the basis of their own core qualities and to give their best for the company. According to Daniel Ofman every human has core qualities. These core qualities are special qualities of a person, which help to handle situations and challenges, solve tasks or accomplish work better than other people in the same situation. Examples of core qualities are determination, consideration for others, precision, courage, receptivity, orderliness, empathy, flexibility, etc. The core quality is always potentially present. It cannot be switched on and off at will, although it can be concealed. The main distinction between qualities and skills is that qualities come from inside and skills are acquired from outside. Skills can be learned; qualities can be developed. After having found out their core quality, each participant should discuss on the impact of this core quality on the other members of the groups. The basic idea behind the core square is that although these core qualities can be seen as a special gift they have a negative side, too. The dark side may be thought of as a distortion; not the opposite of the core quality as active is the opposite of passive but rather the result of an overdeveloped core quality. Too much of your 'core quality' leads to a 'pitfall'. For example: decisiveness can become pushiness and being energetic can be perceived as intrusiveness. Besides the pitfall of a person's core quality also comes with a 'challenge'. The challenge is the positive quality opposite to the pitfall. For example, the pitfall of pushiness may have patience as a challenge. Core qualities and challenges complement each other well. But creating the balance between both means thinking in terms of 'and-and' instead of 'either-or'. The problem is often to be able to see how the two qualities can be combined. The fourth and final aspect in the quadrant is the 'allergy'. The problem is that the average person appears to be allergic to an excess of his or her challenge, particularly when it is embodied in another person. In the above example of decisiveness (core quality) – pushiness (pitfall) – patience (challenge) - passivity is referred to as the allergy as it expresses too much of patience. The core square can be applied in various fields, such as in: • personal development plans • developing leadership skills • team development processes • inter-cultural cooperation • coping with stress • team building processes.

33

33

Contents of the method are the recognition of the strengths and weaknesses, promoting the strengths of employees, reducing their weaknesses and promoting their motivation. The method of the core square can be used in team development, organizational development and executive coaching. In the Netherlands, Denmark, Switzerland and other European countries it is already used successfully in personnel work.

Challenges for the Trainer

Some participants could take it personally and feel hurt by the remarks of the others which can lead to conflict within the group

Results and Documentation

This should encourage participants to adjust their behavior to the “needs” of the others to keep the dynamic of the group safe

Target Groups As described here, this method is targeted at anyone with eyesight and full command over their hand(s). It can be used in seminars on any topic.

34

34

INTERVIEWS

Each learning trip ended with an interview of one participant sharing his/her

impression on the ongoing of the experience they shared with the others. Discover

their expectations regarding the course they attended and the results they assessed

below…

Interview with Robert „Bob“ Harst

Meet my Talents 1 – The use of the Multiple

Intelligences in adult learning (Vienna, Austria –

January 2015)

https://www.facebook.com/HarstRobert?ref=hl

Mr. Harst, may I ask you what motivated you to apply for this seminar?

Well, yes, first of all it was the topic of multiple intelligences. I’m working as a consultant and

trainer with adults. My clients and the participants of my trainings come mostly from the

public sector, such as the German Labour Agency or the German Water- and Shipping

Authority but also from Bavarian universities or authorities. They range from graduates and

high potentials to c-level executives. My focus is on the development of social and

communication skills, so this is from my point of view closely connected to the concept of

GARDNER. And as well, I’m normally not in a classroom-setting with academic teaching

methods but use self-directed learning approaches.

When I saw the offer from alp - Activate Leadership Potential and EU Fundraising, I thought

that this could be a very valuable addition to my daily work.

So how did you prepare, or was there any preparation at all for the seminar?

Oh yes, a webinar was offered by alp a week before the course. For those who did not have

the time to read any books or articles there was also a reading list which delivered the basic

information. Looking back, I must admit that this is not really necessary, because we

received a lot of background information from our trainers Paola and Irene from alp during

the course. I borrowed myself a book in the public library but did not manage to read it. But

as I have already said, I did not really miss it.

Could you tell me a bit more about the training itself, about the methods that were

used?

Sure, but I will not go to deep into it, because from my point of view that is an essential part

of the training. If you are familiar with learning from experience and the approaches that

derived for example from David KOLB with the learning circle or with concepts of action-

learning in organizations which may be represented by Kurt LEWIN and his scholars,

especially Ed SCHEINs work at the MIT, https://www.youtube.com/watch?v=CWiFDzR1tWc

35

35

You “know” that it is difficult to explain what is the

key to that kind of learning: getting confronted with a

new task, usually not in a warm and dry classroom,

no blackboard or projector and nobody standing in

front of your who tells you what is right or wrong. It’s

completely different to negotiate with your team-

partners on the goal and the results, proofing

different methods or ways to reach your common

goal. Mostly you have to split the roles in the group,

all are responsible and nobody has a leading role

even if she or he claims it. To sum it up, you have to

live it and then go into reflection of what has

happened. For those who want a deeper insight, this

issue of Management Learning may help:

http://www.uk.sagepub.com/gillandjohnson/SJO%20Articles%20for%20Online%20Reading/

MLQ%2030.2.pdf

I have to admit, that sounds a bit strange for me. Could you give me some more

information on that topic?

I would love to, but let me try it with an example. How do you think a baby learns to walk? It

does not read a book about it or watches videos on YouTube or Vimeo titled: Easy ways to

stand up and stay upright. No, babies learn from fall to fall. In German this has a double

meaning and is not so easy to translate but it means with every trial and every fall the brain

sharpens the conditions to stand upright and walk longer. The brain focuses on the skills of

the body and the former experiences. So to speak it reflects what has already happened and

sorts out what didn’t work. Creating the conditions for walking alone on its own, the brain

enables the baby to go upright. The time that is needed may vary between the children and

here we deal with intelligence. One of the intelligences GARDNER mentioned is bodily

intelligence. In our example this could mean that some babies with a higher intelligence learn

to walk upright faster than others.

For adult learning that could mean that working on communication skills for example does

not end up in giving good sentences for feedback on another person’s behaviour and the drill

the sentences until everybody is able to give the feedback in an appropriate manner but to

split into groups let’s say of 3 or 4 and then encourage the learners to give a feed back to

each other on behaviour of the other person, describe the emotions and feelings this

behaviour created in oneself and the formulate a wish for forthcoming behaviour in a way

that pleases oneself. Giving the other the opportunity to think about the shown behaviour and then decide independently whether to change according to the wishes or just to say no, I act the way I like and take in concern the consequences. During the seminar there was always an invitation to learn something new according to a

special kind of intelligence and then reflect her or his emotions and tell about the feelings that

came up in oneself, so giving the colleagues the chance to participate, to add and to ask

question for a better understanding.I liked that way very much and recommend it strongly.

Sometimes it feels a bit strange, because we are not used to express our feelings in a

36

36

learning or even business setting, but from my experience it’s a matter of practice. So if you

would ask me, what I took from the seminar for myself, it was the encouragement to talk

even more open about my feelings and share them with others. It brings me a lot and I this

makes it easier for others to work with me.

Thanks for the interview Mr. Harst.

You are very welcome. I would like to end with a quote from the book of Otto SCHARMER and Kathrin KAUFER: “Leading from the Emerging Future – From Ego-System to Eco-System Economies”, because Theory U is mentioned on the back of the diaries we were given as a work and field-book: The U process of learning from the emerging future follows three movements: “Observe, observe,” “Retreat and reflect: allow the inner knowing to emerge,” and “Act in an instant.” (p.239)

37

37

Interview with Julie Marcelino

Meet my Talents 1 – The use of the Multiple

Intelligences in adult learning (Vienna, Austria –

January 2015)

Julie, you have just participated in the seminar Meet MI

talents at Vienna. This one-week seminar focused on

alternative learning methods based on so-called

Multiple Intelligences – How can this concept by

Howard Gardner become useful in adult learning?

In one first moment I thought this is not something very

easy to do, because Gardners method is encouraging us to think differently about education

and about ourselves. It requires a new perspective to understand the learning process. It

needs time to understand and study the theory and to integrate it in the praxis.

The participants of the seminar had the chance to discover their own unique

intelligence profiles by testing different learning methods – Did this approach help in

finding your own way of learning?

Sure! And maybe as important as that was the way to discover it! In my opinion, the benefit

are not just to offer a new access to knowledge and on that way to improve the success and

the interest of learning itself, but invite to discover and respect the own intelligences and

limits.

Did Howard Gardner’s concept convince you?

Yes. It means I am researching, reading more about his method so that I can use it on my

own classes. The contemporaneity is marked by changes in varied spheres, offering a wide

range of information and possibilities as never before. In my point of view, it´s important to be

open and keep on updating and on that way, be able to offer the appropriate methods to

each specificity and maybe combine them.

You are a language teacher – How can you use the acquired knowledge on the nine

intelligences in your own teaching?

I have already done it. It means I am trying to use it. I have offered different exercises (whith

the same content) arranged in a circle at the beginning of the class. Each student could

choose the exercise that they wanted to do (as a possibility to discover which kind of

stimulation could be more interesting, could offer more accessibility to the content). After the

task they could share the results of their work and I could explain what the objectives of this

exercise were.

38

38

Can you shortly outline how a future teaching lesson in Portuguese based on Gardner’s approach could look like? I think it depends whether we are working in a group or just with one person. In the group I

think we could offer different activities distributed in different days, so that all student have

the opportunity to be in contact, to discover their own specific intelligence, but also – and that

in my opinion is also a very important competence - to learn about others intelligences, about

different learning possibilities and to respect it…

Would you recommend the seminar by the alp-network? What did you like best and

what could be improved?

Sure, I can recommend the seminar. In my opinion is very important to reflect continuously

on education. The new global issues need new approaches, new forms of teaching, of

learning, but also to understand and valorize learning as part our society therefore as

something in continuous progress. About the content it would help me if we have had more

time for reflection and discussion about the theory. As a teacher I consider reflecting,

discussing and sharing as part of an interface learning process.

What is your overall impression of the week – taking into consideration the content,

locations, food and atmosphere?

It was a very nice group! And this is the most important for me. About the location, it was not

so near to the center of the city but Wien offers a very good transport system. I think it was a

very nice idea to take lunch in different places and to involve this as experience, as part of

the learn process.

It was a very interesting way of learning a method! Learning by doing! I have learned about

my own learn process and it was also a good opportunity to improve my network.

39

39

Interview with Dr. Barbara Schneider

Meet my Talents 2 – The use of the Multiple Intelligences in adult learning (Florence, Italy – March 2015)

The interview was conducted in two parts at the beginning and at the end of the seminar in Florence to compare the expectations and the findings at the end. The interview partner was Barbara Schneider from Hannover/Germany. She was a teacher at a grammar school and now teaches German to immigrants and illiterates.

First part (taken on 16th of March 2015)

Barbara, what was your motivation for the MI-Seminar?

I work as a language teacher with immigrants in Germany and face many challenges such as

dealing with illiterate people who have big problems learning a foreign language. So I hope

the seminar will give me the opportunity to get to know new methods based on the Howard

Gardner’s theory which I can apply later on in the classroom.

Did you hear about the Multiple Intelligence Approach before?

I had never heard of Howard Gardner before but read of course a lot about learning theories.

Thus I am aware of the fact that using all your senses makes learning easier instead of

relying only on analytical capacities. I am confronted with different problems in the

classroom. People from different countries and different cultures mean a great challenge to

me. I would like to get new ideas how to support them and to make learning easier for them.

How did you learn about the MI-course in Florence?

I have subscribed to the newsletter of the National Agency and thus read about it. I applied

immediately because it sounded very interesting to me. It appealed to me that the seminar is

taking place in Florence so that I might be able to improve my Italian – may be while already

using new learning skills inspired by Howard Gardner´s learning approach. And last but not

least I like to get to know new people.

What do you hope to experience during the week in Florence?

I hope to be able to reflect on my own approach to teaching foreign learners. I would like to

learn to be more relaxed as a teacher. As I am a person who is very much focused on the

objectives and results of learning I hope to learn to focus more on the process of learning

and on the individual. I think I have to accept the fact that the learning process is not

predictable but is influenced by many aspects like the atmosphere, surroundings, motivation

etc. I have the impression that may be it is not important to reach a certain level of perfection

in language teaching but to make the learning process enjoyable for the participants.

40

40

When you are leaving on Saturday how will you know that the seminar has been a success for you? When I am in the classroom and start using the newly learnt techniques I will know the

seminar has been successful. Usually I use new things and methods at once when I have

been convinced by them. So wait and see!

Second Part (taken on 20th of March 2015)

Barbara, what do you take home from the seminar?

The lesson I got most impulses for my teaching from was the one about the musical

intelligence. I think this is a very basic approach to enhance listening abilities. We tried

several rhythms by knocking with pens on the table. First we were given an example by the

conductor and then we repeated it. You had to listen very carefully to get it right. I think I will

try that in the classroom with my illiterate pupils to make them sensitive to sound and rhythm

of the German language.

Is there any new experience that might alter your way of teaching?

Most important – if not entirely new – was the experience that the process of learning is more

important than the result. I cannot force my pupils to achieve certain goals but I can offer

them an attractive surrounding for learning. The responsibility to profit from it or not is their

choice.

Was there any highlight for you during the week in Florence?

The highlight for me was the different participants. I always like to meet new people but in

this seminar there were so many highly individual and original persons. In addition to that

there was a great atmosphere of openness and willingness to get into contact and to

exchange ideas, opinions and thoughts. That was a great pleasure and it provided a strong

stimulus.

Will you occupy yourself furthermore with Howard Gardner?

In this week I got an idea of what Gardner´s approach to learning is about. But to

understand him more deeply I will have to read more about him. On the other hand there are

so many learning theories that I would like to go on getting to know methods and techniques

for teaching and learning. Still, it was a great experience having been confronted with

Gardner´s concept of learning in Florence.

41

41

Interview with Sister Urša Doblehar by

Nada Babić

Meet my talents 2 – The use of the Multiple

Intelligences in adult learning (Florence, Italy –

March 2015)

Sister Urša Doblehar, OSU took her first vows on April 06,

2013 at the Generalate in Rome following her International

Novitiate. M. Cecilia Wang accepted her vows. The

Slovenian provincial Sr. Mateja Koršič and the mistress in

the International Novitiate Sr. Anka Kogelnik witnessed Sr.

Doblehar’s vows.Sr. Urša belongs to and works for the

International Institute of the Ursulines of the Roman Union.

Sr. Doblehar comes from Slovenia and lives and works in

Ljubljana, the capital city.

The homepage of the Ursulines of the Roman Union: http://www.ursulines-ur.org/ Nada: How did you get to know about this course/seminar?

Urša: I collaborate in one new group and our leader organised many seminars which were

led by Paola. So, last year we received opportunities for education in the project Erasmus+,

and in this project our organisation collaborate with Limina, whose leader is Paola Bortini. So

in this case we've chosen also this seminar.

Nada: What motivated you to participate?

Urša: I was fully engaged to get some new knowledge, which could help me to improve my

working techniques, understanding people; other motivations are also to know new people

and visit Firenze and to see beautiful art.

Nada: What did particularly appeal to you at the course/seminar?

Urša: The way and methods of learning, because it was very practical and integrate my full

body. All of the participants also formed a very big role, because we became a very good

team and learning process was because of the group easier, we could go on deep, ...

Nada: Which day was your absolute favourite?

Urša: I hardly choose one day, but maybe it is Wednesday - spiritual and intrapersonal

intelligences, because I've learnt the most for my personal growing and also I've found

connection among kinaesthetic and spiritual intelligences. I meet with zones on another way,

so I deepen their theory, but I also realize where exactly I am with this. It was really good

combination of theory and practice. It was very useful the exercise how to cope with stress,

because of the nature of my work I cope with stress mostly every day.

42

42

Nada: How would you assess the communications between the participants and the local Florence EU organisation? Urša: I think it was very good communication, all was really very well organized, and they

did and prepared what we really need.

Nada: How was the accommodation?

Urša: The accommodation was very good, because the hotel was renewed, personnel were

very nice, rooms are very comfortable, and the hotel is close to the center.

Nada: What do you practice as a profession?

Urša: I am the principal in our boarding home for students and also do many different

projects for young people or young adults. My work is really dynamic and demands from me

to learn a lot, to cooperate with a different kind of people, and to be prepared on diversities of

tasks.

Nada: What have you taken home with you from this seminar for your daily work /

activities, i.e. what is possible for you to integrate into your work as a direct/indirect

impulse/input from the attended seminar?

Urša: My knowledge about Gardner's theory of the multiple intelligence are becoming wider

and this helps me to use this in my professional work, especially with young adults. If I am

more concrete, I've learnt new types of learning environment, so I can use it in my boarding

home, to challenge students to go out of their comfort zone, it impulse me not to pay

attention only to a result but more on a process, ...

Nada: Would you recommend this seminar to others?

Urša: Yes, of course, because it is useful and it could open many areas.

Nada: Would you participate in such a seminar again in future?

Urša: I like learning a lot, so if I will have opportunity to go on that kind of seminars, I would

like to go.

43

43

Interview with Sevgi

Ilgezdi

Le.Le. Learning Leadership

(Dinard, France, May 2015)

Ms. Ilgezdi comes from Turkey and has a bachelor degree in economics and MA degree in

educational planning and leadership skills.

She has gained experience in the professional sector as well as in community work. Ms. Ilgezdi worked in the past with schools as educational material planner. Most of her community work is voluntary.

Ms Ilgezdi has been working with children and young adults for 10 years. On a professional level she has been working with children and young adults for 2 years.

She organized and held trainings for children and young adults on several topics such as problem solving, creativity, leadership.

Ms. Ilgezdi, may I ask you what motivated you to apply for this seminar?

My master is on educational planning and leadership skills. I know how to plan an education

about leadership in a formal setting. What inspired my about this seminar was the different

approach. I wanted to see a different perspective and learn different theories on leadership.

So how did you prepare, or were there any preparation at all for the seminar?

I knew the objectives of the training beforehand. Some theories were already mentioned in

the programme that was sent to us before we participated in the training.

I actually did not prepare myself because I wanted to be open to learn new things and

approaches.

Which leadership theory did you find particularly helpful?

The most interesting theory was Theory U for me.

There were three leadership theories presented: adaptive leadership, appreciative

leadership and theory U by Otto SCHARMER. How was this seminar useful for your

daily work?

I am more self-confident in planning leadership training by using nature tools.

44

44

The theories were presented in many different ways and by using a variety of tools i. e. nature tools. How do you think you will apply the leadership theory in your daily work? Since I am a freelance trainer, I will combine it with my knowledge and use it at my trainings.

What did you like best and what could be improved?

I liked the solo time in nature. It was leaded very nicely and presented in relation with the

theories we learnt.

One thing that could have been improved: I wish we would have gotten more feedback from

the trainers.

What was your overall impression of the week?

There are theories but everyone has their own style about leading.

Thanks for the interview Ms. Ilgezdi!

45

45

BIBLIOGRAPHIE

Howard Gardner – Concept of “Multiple Inteligence”

Gardner H. (2009). Five minds for the future. Edition: Harvard Business Review Press.

Gardner H., Laskin E. (2011). Leading Minds: An Anatomy Of Leadership. Edition: Basic Books;

Reprint edition

Gardner H. (2011). The theory of Multiple Intelligences. Edition: Basic Books; Third edition.

Schaller J. A. (2006). Howard Gardner Under Fire: The Rebel Psychologist Faces His Critics. Edition:

Open Court.

Training and Coaching Methods

Bradford T., J., Hughes M., Patterson B.L. (2012). Emotional Intelligence in Action: Training and

Coaching Activities for Leaders, Managers, and Teams. Edition: John Wiley & Sons.

Goleman D. (2011). The power of emotional intelligence, Edition: More than sound

Gut J. , Kühne-Eisendle M. (2014), 100 Methoden zum Arbeiten mit Bildern und Fotos im Coaching,

Training, in der Aus- und Weiterbildung, Therapie und Supervision. Edition: Training

Ofman D. (2005). Kernqualitäten: das Spiel, Edition: DeBoom Verlag

Thiagarajan S. (2006). Thiagi's 100 Favorite Games Edition: Pfeiffer

S. Weidemann, B. Weidemann (2013), 75 Bildkarten für Trainings, Workshops und Teams, Beltz

Weiterbildung

Coaching yourself

Twist L., Barker T. (2006). The Soul of Money: Reclaiming the Wealth of Our Inner Resources, W.W.

Norton and Company Ltd.

Denhardt J. V (2014). The Dance of Leadership: The Art of Leading in Business, Government, and

Society. Edition: Routledge

Kaufer, K., Scharmer O. (2013) “Leading from the Emerging Future – From Ego-System to Eco-

System Economies”. Edition: Berrett-Koehler Publishers

O’Brien O. (2005). Coaching Yourself to Leadership. Edition: HRD Press

Robinson K. (2011). Out of Our Minds: Learning to be Creative. Edition: Capstone

Scharmer, Otto (2009) “Theorie U – Von der Zukunft her führen”. Carl-Auer Verlag, Heidelberg

Tan C-M. (2012). Search Inside Yourself: Das etwas andere Glücks-Coaching. Arkana.

46

46

Films

1.

https://www.youtube.com/watch?v=4omnNxzkf8w

oderhttps://www.youtube.com/watch?v=pqH8yDC0Tj8&feature=youtu.be

Project Film about Le. Le. Learning Leadership (Dinard, France – Mai 2015) by Petra

Kempf, Global Milestones - TV Channel for Body, Mind & Soul

2.

https://www.youtube.com/watch?v=zDZFcDGpL4U

RSA Animate Changing Education Paradigms, This RSA Animate was adapted from a

talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert

and recipient of the RSA's Benjamin Franklin award. Watch this lecture in full here:

https://www.thersa.org/discover/videos/event-videos/2008/06/changing-paradigms/

47

47

CONTRIBUTORS

Trainers

Paola Bortini

- Over 15 years experience of working with international NGOs and European institutions;

- Holds a MA in European Comparative Social Studies;

- Expertise and interest around Leadership and Learning with special focus on Learning to Learn and Theory U;

- Done research on Intercultural Competence, Well-being and gamification for Activating Learning.

- Certified Coach Approach, AromaTouch and Mindfulness

- Founding member of alp activating leadership potential and of the Vienna ULab

Anne Rise

- 45 years of experience as a leader in volunteer NGOs

- 30 years of experience with training volunteer leaders

- 15 years of training corporate teams and leaders working on teams, creativity, networking, coaching, communication, competence building

and personal development issues in many aspects

- Bachelor in Librarianship, supplied with a study in Psychology and a Master in Organizational Learning

- Founding member of alp activating leadership potential

Liz Smith

- 15 years experience in the voluntary sector, most of which were with a worldwide organization.

- Diploma in psychology & a MSc. in Life Course Development, areas of interest & expertise in relation to Leadership Development include mentoring & coaching, diversity, facilitation skills & the development of young people

- Founding member of alp activating leadership potential

48

48

Angelica Paci

- 10 years experience as a company adviser for designing and implementing quality systems (ISO 9001 standards)

- 12 years working in the field of non formal education

- Holds a Master degree in Italian Literature; at the moment attending a Master in Life coaching

- Expertise and interest around Leadership and Intercultural Learning with special focus on Experiential learning, facilitation of group learning processes and Learning to Learn

- Founding member of alp activating leadership potential

Irene Rojnik

- 10 years experience in working with International NGO and team from all over the world – from Africa to South America.

- Master in communication and conflict resolution; degrees in mediation, systemic coaching and organizational development

- Expertise and interest around Leadership in connection with intercultural learning, diversity, gender-equality, communication and conflict resolution, strategic planning

- Founding member of alp activating leadership potential

- Has her own consultancy specialized on NGO’s (www.irene-rojnik.at)

Lydie Guégan

- 6 years of experiences as professor in cultural institutions and universities in Malawi and Vietnam

- Graduated in teaching engineering of French foreign language

- Practicing energy healing, acupuncture and aromatherapy

- Founder of the association “L’Ydille Lang”

Silvia Volpi

- Over 20 years experience working with local and international NGOs as well as European Institutions;

- Master in Political Sciences;

- Interest and expertise around participation with a focus on youth participation and youth policies, intercultural dialogue and human rights.

- Founding member of REDU-Italian network on Human Rights Education and Accademia Europea di Firenze

49

49

Participants

Meet my Talents 1 – The use of the Multiple Intelligences in adult learning (Vienna, Austria – November 2014)

Dr. Sabine Albrecht, Potsdam (Brandenburg)

Robert Harst, München

(Bayern)

Julia Keil, Berlin http://eu-fundraising.eu/

Julie Marcelino, Frankfurt am Main (Hessen)

Dr. Stefanie Schmidt, Berlin

Jan Schröder, Düsseldorf (Nordrhein-Westfalen)

Meet my talents 2 – The use of the Multiple Intelligences in adult learning (Florence, Italy – March 2015)

Nada Babic, Steinheim (Nordrhein-Westfalen)

Joachim Bessell, Moos

(Baden-Württemberg)

Dr. Maria do Rosário Costa-Schott, München (Bayern) http://www.fwm-cs.de/

Dr. Renate Eras, Berlin

Dr. Barbara Schneider, Hannover

(Niedersachsen)

Dr. Anneli Starzinger, Bonn (Nordrhein-Westfalen)

50

50

Maike Wetzel, Berlin

Le. Le. Leadership lernen (Dinard, France – Mai 2015)

Imke Baumann, Berlin

Petra Kempf, Limburgerhof

(Rheinland-Pfalz)

Hildegard Korthues-Rürup, Rheine (Nordrhein-Westfalen)

Ulrike Scharf, Traunstein (Bayern)

MILD 2.0 – The use of Multiple Intelligences in Leadership Development (Florence, Italy – Mai 2015)

Sylvia Blaschke, Heuchelheim (Hessen)

Monika Nowak, Berlin http://www.emcra.eu/ Helke Scharfenberg, Berlin http://www.emcra.eu/ Karin Tränkner-Benslimane, Regensburg (Bayern)

51

51

Project-Team:

www.eu-fundraising.eu Heike Kraack-Tichy

Julia Keil

Solène Droy

Marie-Léa Rousseau

52

52

CODE OF ETHICS We support the following Code of Ethics for organisations as well as individuals!

This Code of Ethics is a set of principles and values outlining the responsibilities and professional practices for individuals and organizations in the field of EU project management for the entire project cycle. We, as being involved in the management of EU projects, declare the intention…

Communication ...to be honest and act with integrity. ...to act with responsibility and respect toward all stakeholders. ...to demonstrate transparency in our work and in the communication with all involved stakeholders. ...to provide all necessary information, accurately and within the defined time schedule to all relevant stakeholders. ...to respect the right to confidentiality and privacy of all individuals who are involved in the project activities and to use information only for the work-related purposes for which it was intended. ...to respect the intellectual property rights of others. with care and caution Quality …to always strive for the highest quality of results. …to ensure that project results are relevant to the specific end-users / beneficiaries of the project. …to monitor the progress of the project regularly, especially against the assumptions made during the planning phase. …to verify and influence all relevant factors that can affect the sustainability of the projects results. …to adhere to the principles of Corporate Social Responsibility (CSR) and the Human Rights-Based Approach (HRBA). Professionalism ...to strive to achieve effectiveness and efficiency by applying recognized project management methods and tools according to the situation. ...to strive constantly to improve our knowledge and skills in the field of project management. ...to be familiar with, and constantly improve acquired knowledge of, EU policies, their objectives, legal documents and specific funding programmes. ...to only accept the type of engagements for which we have gained experience and competence. ...to learn from end-users’ feedback, take time for self-reflection and seek ways to improve own performance.

53

53

...to document, report and disseminate lessons learnt and maintain project documentation in consistence with the applicable requirements of the respective programme. ...to act with leadership. Interests ...to be aware of the various interests of the stakeholders who are affected by the project activities. ...to respect the different interests of the project partners and to discuss conflicts of interest in a project consortium proactively with the partners. ...to develop and respect formal agreements between partners in a project consortium. Accountability ...to keep costs of services for the end-users / clients affordable and the mechanisms to establish those costs transparent. ...that any work done for the preparation of a proposal, regardless of the success of the proposal, should be reasonably compensated for. ...to reject any form of corruption. ...to use all project funding correctly.

-THE END-