49 MI Assessment Contexts 49 种多元智能评测方法
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49 MI Assessment Contexts 49 MI Assessment Contexts 49 49 种多元智能评测方法种多元智能评测方法
Task
Assessment
Linguistic语言任务
Logical Mathematical逻辑 -- 数学任务
Spatial视觉空间任务
Musical音乐任务
Bodily Kinesthetic肢体运作任务
Interpersonal人际关系任务
Intrapersonal自省任务
LinguisticAssessment语言智能
Read a book, then write a response阅读一本书,然后写出读后感
Examine a statistical chart, then write a response检查统计图,然后写出感想
Write a movie, then write a response写电影,然后写出观后感
Listen to a piece of music, then write a response听一首音乐,然后写出听后感
Go on a field trip, then write a response考察一地,然后写参观感想
Play a cooperative game, then write a response玩合作游戏,然后写出感想
Think about a personal experience, then write a response回忆个人经历,然后写出感想
Logical-Mathematical Assessment逻辑数学智能
Read a book, then develop a hypothesis读一本书,然后建立假设
Examine a statistical chart, then develop a hypothesis检查统计图,然后建立假设
Watch a movie, then develop a hypothesis看电话,然后建立假设
Listen to a piece of music, then develop a hypothesis听一段音乐,然后建立假设
Go on a field trip, then develop a hypothesis考察一地,然后建立假设
Play a cooperative game, then develop a hypothesis玩合作游戏,然后建立假设
Think about a personal experience, then develop a hypothesis回忆个人经历,然后建立假设
Spatial Assessment视觉空间智能
Read a book, then draw a picture 读一本书,然后画一幅画
Examine a statistical chart, then draw a picture 检查统计图,然后画一幅画
Watch a movie, thendraw a picture 看电影,然后画一幅画
Listen to a piece of music, thendraw a picture 听一段音乐,然后画一幅图
Go on a field trip, then draw a picture考察一地,然后画一幅图
Play a cooperative game, then draw a picture 玩合作游戏,然后画一幅衅
Think about a personal experience, then draw a picture回忆个人经历,然后画一幅图
Bodily-Kinesthetic Assessment肢体 - 运作智能
Read a book, then build model读一本书,然后建立模型
Examine a statistical chart, then build model 检查统计图,然后创建模型
Watch a movie, then build model看电影,然后建立模型
Listen to a piece of music, then build model听一段音乐,然后建立模型
Go on a field trip, then build model 实地考察,然后建立模型
Play a cooperative game, then build model 玩合作游戏,然后建立模型
Think about a personal experience, then build model回忆个人经历,然后建立模型
Musical Assessment音乐智能
Read a book, then create a song 读一本书,创作一首歌
Examine a statistical chart, then create a song 检查统计图,创作一首歌
Watch a movie, then create a song看电影,创作一首歌
Listen to a piece of music, then create a song听一段音乐,创作歌曲
Go on a field trip, then create a song实地考察,创作歌曲
Play a cooperative game, then create a song 玩合作游戏,创作歌曲
Think about a personal experience, then create a song回忆个人经历,创作歌曲
Interpersonal Assessment人际智能
Read a book, then share with a friend读一本书,然后与朋友分享
Examine a statistical chart, then share with a friend 检查统计图,然后与朋友分享
Watch a movie, then share with a friend 看一场电影,然后与朋友分享
Listen to a piece of music, then share with a friend 听一段音乐,然后与朋友分享
Go on a field trip, then share with a friend 实地考察,然后与朋友分离享
Play a cooperative game, then share with a friend玩合作游戏,然后与朋友分享
Think about a personal experience, then share with a friend回忆个人经历,然后与朋友分享
Intrapersonal Assessment自省智能
Read a book, then design your own response读一本书,然后设计读后感
Examine a statistical chart, then design your own response检查统计图,然后设计感想
Watch a movie, then design your own response看电影,然后设计观后感
Listen to a piece of music, then design your own response听一段音乐,然后设计听后感
Go on a field trip, then design your own response实地考察,然后设计感想
Play a cooperative game, then design your own response玩合作游戏,然后设计感想
Think about a personal experience, then design your own response回忆个人经历,然后设计感想
MI Planning QuestionsMI Planning Questions多智计划问题多智计划问题
视觉空间怎样使用直
觉教具 / 可视化 / 颜色 / 艺术或隐喻?
逻辑 -- 数学怎样数数 / 计算 / 逻辑 / 分类
和创新思维技能?
音乐:
怎样使用音乐
、背境音乐、声音
或者在旋律、音节
中找到关键点?
肢体运作怎样协调全身
或使用动手经验
语言怎样使
用口语或书面语 ?
自我认知 :怎样唤起个人的感觉者记忆,或者让学生选择
人际关系怎样鼓励学生互动参与 / 互相学
习或大团队模拟?
Is Multiple Intelligences = Learning Is Multiple Intelligences = Learning Styles?Styles? 多元才智多元才智 == 学习模式?学习模式?
Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)
Multiple intelligences is not the same as learning style. If you are logical-sequential, you are supposed to be logical-sequential about everything. It is the differences between studying for an exam vs. preparing for a career.
多元智能与学习风格并不一样。如果你是逻辑顺序的人,你就应该凡事都逻辑顺序地做。这便是为考试而学和为建树事业而学的区别。
Lesson Lesson Design:Design:
课程设计课程设计::Begin by reflecting on a concept that you want to teach and identify the intelligences that seem most appropriate for communicating it.
从你想要表达的概念入手,确认看来最能恰当表达这种概念的才智。
Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences
Adapt – don’t totally rework – the curriculum to highlight multiple intelligences. Some schools, for example, may add a stronger arts program, while some teachers may create learning stations in their classrooms or invite community experts in to mentor their students.
改编 – 不要全部重做 – 课程到强调多种智能。比如,有些学校可以加上较强的艺术课程,有些教师可以在教室建立学习点或邀请社区专家来指导学生。
Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences
Interdisciplinary Curriculums:Interdisciplinary Curriculums: 各学科间的课程各学科间的课程
Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences
Student Projects: Student Projects: 学生操作项学生操作项目目
Teach students how to initiate and manage complex projects.
教会学生如何启动和管理错综复杂的操作项目。
Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences
Assessments: Assessments:
评估:评估:Have students show what they’ve learned by generalizing their findings, connecting the content to their personal experiences, and applying their knowledge to new situations.
让学生们通过概括学习答案,将此答案与个人经历结合,把这些知识用于新的学习情形里等,来表现他们的学习成果。