Utah 57th Annual Utah Career and Technical Education Conference

The learning styles of students need to be considered when teaching.

All students are naturally inclined to favor a particular learning style.

“Mastery of a concept or theory requires repeated exposure to that material…understanding is far more likely to be achieved if the student encounters the material in a variety of guises and contexts”

Multiple Intelligences

Overview

Intrapersonal

(me smart)

Musical(music smart)

Interpersonal

(people smart)

Naturalistic(outdoor smart)

Existential(big picture

smart)

Spatial(patterns and spaces smart)

Logical-mathemati

cal(number smart)

Linguistic(language

smart)

Bodily-kinesthetic

(movement smart)

Includes the potential of using one’s body or parts of the body to solve problems or fashion products.

Dancing, acting, fashion design, obstacle courses, presentations, show-and-tell, experiments, hands-on projects.

Is the potential to engage in transcendental concerns.

Judgment role play, responsibility rules, personal philosophy, goal-setting, moral debates, sensory association, service, self-reflection.

Involves the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

Questionnaires, journaling, self-reflection, open-ended projects and research, prioritizing, goal setting.

A person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others.

Group projects, class discussions, debates, student teaching, creating a commercial, acting a scene, interviews, presentations, Q&A.

Is characterized by sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.

Lectures, journaling, research papers, presentation, student teaching, notes, storytelling, class discussions.

Involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Debate, measurements, calculations, quizzes, research, cause and effect, comparisons, series of events.

Is evidenced by skill in the performance, composition, and appreciation of musical patterns.

Songwriting, rhythmic learning, memorization, pneumonic devices, set it to music, advertising jingles, background music, auditory recognition.

Is characterized by expertise in the recognition and classification of the numerous species of [one’s] environment.

Identifying differences, naturalistic metaphors, compare and contrast, classification, ranking objects or ideas, auditory and visual recognition.

Features the potential to recognize and manipulate the patterns of space and area.

Navigation, blueprints, drawing a picture, visual recognition, reinvention, visual comparison, creating a poster or visual presentation, video clips.

Set goals for learning methods using theory of multiple intelligences My educational goal is…. I know it has been achieved

when students can… Which intelligences do the

students need to accomplish the educational goal?

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course syllabus: Faculty and student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1), 5-22.

Guidry, K. (2004). How green is your building? An appraiser’s guide to sustainable design. The Appraisal Journal 72 (1):57-69.

Huitt, W., (2009). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved January 20, 2011, from http://www.edpsycinteractive.org/topics/cogsys/bloom.html

Jones, L. (2008). Environmentally Responsible Design. John Wiley & Sons, Inc., Hoboken, New Jersey. Nielson, J. L. (2009). Course Syllabus: ID 3730 - Interior materials and

construction. Utah State University, Logan. Overbaugh, R.C., & Schultz, L. (n.d.). Bloom's Taxonomy. Retrieved from

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.html