Multiple+Intelligences+and+Student+Learning

**Site Name if you know where you will be tutoring** **Hours tutored this week:** No one will have done tutoring hours but this is part of each week's heading **. **
 * Use the following heading format for every weekly assignment : **
 * Your Name **
 * Week's Topic: Multiple Intelligences and Mindsets **
 * Date **


 * Assignment due 09/11/2012 in class: **
 * Part 1: Understanding the importance of Mindsets and Multiple Intelligences **

** TUTORING ** **Read** **all of the information on the wiki page** Tutoring in TEAMS including the information about the Free Throw Coach (Boston Globe). ** Think about your own learning and yourself as a learner as you read. **

** MULTIPLE INTELLIGENCES AND MINDSETS ** **Read all of the information below,** Multiple Intelligences and Mindsets, and open the external links.

** PART 2: Assignment Questions ** 2 PAGES **Please write each question above your response to it and number the questions.**

1. How do **Carol Dweck's** findings about the **importance of mindset** relate to your learning experiences in schools?

2. Were the ** implications of fixed and growth mindsets ** **addressed** in your own classroom experiences? Were they addressed in art, music, gym, or with playground games in your school?

3. What ** types of intelligences or learning styles ** do most schools teach to and favor in classroom learning experiences?

4. How do the **patterns of teaching to these intelligences translate into students' learning** in schools?

5. What ** might you do differently when tutoring ** to support and affirm all types of intelligences and learning styles?

**We will be solving puzzles in class next class.** **Whether you think of yourself as puzzle solver or not, try this one:**



**1. An Educator's Journey Toward Multiple Intelligences ** http://www.edutopia.org/multiple-intelligences-theory-teacher Scott Seider's article describes what he knew about Multiple Intelligences before studying with Howard Gardiner at Harvard, and following his experience, what he applies to his study as he tries to understand how students learn and how teachers facilitate learning.

**2. Don't Prevent Student Mistakes: Prepare for Them** http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html

**3. The Influence of Mindset: Use It Affirmatively** Carol Dweck's Attitude, explains how this researcher views intelligence as a flexible, evolving concept. **Fast Company** magazine published an article about **how people’s beliefs about their “intelligence” affects their performance in sports, business, and other professions**. The article cites research by Carol Dweck of Stanford University and author of the book, //MindSet: The New Psychology of Success// (New York: Random House, 2006). Dweck contends that people have **one of two different mindsets **, either a **fixed** **mindset** or a **growth** **mindset**.

A person with a ** fixed ** **mindset** sees her or his talents, abilities and ** intelligence as ** ** determined at birth by genetics, and not subject to change **. Accordingly, ** for a fixed mindse t the goal is to go through life avoiding challenges that might lead to failure **. A person with a ** growth mindset**, by contrast, sees her or his talents, abilities, and ** intelligence as fluid, always in a state of change based on experience and practice **. Therefore, for a ** growth mindset, l **** ife is a series of new challenges to be met and refined **.

**Mindsets play a powerful role in school performance**. Encountering a difficult or unfamiliar math problem, youngsters with a **fixed** **mindset** might say “I have never been good at math” or “Math is not my thing,” **signifying an** **inherent belief that no matter how hard they may try, they basically lack the intuitive intellectual capacity to understand the concepts, or worse, to successfully learn** math.

Youngsters who view their own intelligence in more open, malleable terms through a **growth** **mindset** **believe that they can learn just about anything they put their minds to learning**. Facing the same math problem, a student might say “I can do it if you show me how” or “With a little (or a lot) of effort and practice, I will learn how to figure it out.” These students **are** **confident in their abilities, and, they still see themselves as able to learn what they want or need to learn**.

While university professors teach about multiple intelligences and the learning potentials of every youngster, ** many teachers falsely assume that intelligence is a fixed entity and no amount of school can change it. Mindset research challenges these assumptions **, maintaining that teachers (and student teachers) enormously impact the way that students view themselves as learners.

4. "Female Teachers' Math Anxiety Affects Girls' Math Achievement,"

I n a 2010 study,researchers from the University of Chicago found that **female elementary school teachers who have anxiety toward math can pass those misconceptions on to their students, and first and second grade girls who adopt these attitudes perform worse in math.**

One of the authors stated: **"It may be that first- and second-grade girls are more likely to be influenced by their teachers' anxieties than their male classmates, because most early-elementary school teachers are female, and the high levels of math anxiety in this teacher population confirm a societal stereotype about girls' math ability."**

= THESE RESOURCES ARE NOT THE ASSIGNMENT: =

Timeline: Classroom technology from papyrus to iPads

http://www.theglobeandmail.com/news/national/education/primary-to-secondary/timeline-classroom-technology-from-papyrus-to-ipads/article2246181/?from=2307909

**Two Multiple Intelligence Assessments**

__//Multiple Intelligences Test //__ from the Birmingham Grid for Learning, Birmingham City Council, Birmingham, England.

What's Your Learning Style? from Edutopia and the George Lucas Educational Foundation.

** //__National Gallery of Art/ KidsZone__// **
@http://www.nga.gov/kids/kids.htm

An overview of Howard Gardner's Theory of Multiple Intelligencesfrom educator Thomas Armstrong.

A Boy Full of Joy This young man possessed a growth mindset and he encouraged others to believe that they can learn and succeed.
 * http://www.wgbh.org/News/Articles/2012/7/27/Stories_Of_The_Colorado_Victims_Young_Artist_Was_Ball_Of_Joy.cfm**