Gardner

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Gardners Theory of Multiple Intelligences vs.
UDL

• Mind your Multiple Means

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(No Transcript)
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Theory of Multiple Intelligences (MI)

• Please follow along as I flash out some facts
  about Gardners Theory of Multiple Intelligences
  (MI)

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Universal Design for Learning(UDL)

• I am teaming up with Cerebe to zap out some facts
  about Universal Design for Learning (UDL).

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MI

• MI Anticipates
• Diversity in learners
• Diversity in learning styles
• Gardner, H. (2008)

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UDL

• UDL also anticipates
• Diversity in learners
• Diversity in learning styles
• Integration of multi-sensory teaching methods
• David H. Rose Meyer, Anne (2002-2009) ch. 1

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MI

• MI is supported by
• Brain research
• MI is enhanced by
• Understanding neural networks

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UDL

• UDL is also supported by
• Brain research
• UDL is enhanced by
• Understanding neural networks

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MI

• Curriculum must be flexible
• Constructivist classroom students want to be
  creative
• Students need multiple means to access the
  curriculum
• Students need multiple means to show what they
  have learned
• Scherer, Marge. (1999)

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UDL

• Curriculum limits a learner more than a
  disability
• Designed with diverse learners in mind
• must be flexible
• Assessments are imbedded in the curriculum
• Students need multiple means to access the
  curriculum
• Students need multiple means to show what they
  have learned
• Rose Meyer (2002-2009) ch. 1.

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The MI Mind

• Gardners Intelligences
• Multiple means of engaging the curriculum
• I describe seven different ways in which one
  can approach rich subject matter.
• Scherer (1999)

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The MI Mind

• Gardners Intelligences
• (The 7 original)
• Linguistic intelligence
• Logical-mathematical intelligence
• Musical intelligence
• Bodily-kinesthetic intelligence
• Spatial intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Smith, Mark K. (2002, 2008)

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The UDL Mind

• Supported by current brain research
• Mapping neural networks
• Each network processes information differently

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The UDL Mind

• Three major networks
• Recognitionidentifies and assigns meaning to
• Information
• Ideas
• Concepts

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The UDL Mind

• Three major networks
• StrategicSpecialized for mental motor
  patterns
• Planning
• Executing actions skills
• Monitoring progress

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The UDL Mind

• Three major networks
• AffectiveSpecialized to
• Assign emotional significance to patterns
• Enable us to engage in learning
• Rose Meyer (2002-2009) ch. 2.

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Technology

• Mi anticipates increased use of multiple kinds of
  technology in the classroom.
• UDL plans for the use of multimedia and web 2.0
  interactive media in the classroom.

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Recap--Similarities

• MI UDL both
• Anticipate diversity in learners
• Anticipate different learning styles
• Are supported by current brain research
• Agree that the curriculum should be flexible
• Students need multiple means to access the
  curriculum
• Students need multiple ways to show what they
  have learned

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Recap--Differences

• MI
• Was not intended as an educational theory
• Theory that people have at least 7 or more kinds
  of intelligence.
• UDL
• Based on brain research three main networks
  shape learning
• Integration of many learning theories
• Multimedia technology is a key allowing students
  to access the curriculum and to show what they
  have learned.

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MI UDL Support Diversity in the Classroom
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References
Smith, Mark K. (2002, 2008) 'Howard Gardner and
multiple intelligences', the encyclopedia of
informal education. 17 May 2009.
http//www.infed.org/thinkers/gardner.htm.
Scherer, Marge. The Understanding Pathway A
Conversation with Howard Gardner The
Constructivist Classroom. Volume 57 Number 3.
November 1999. 7 pgs. 17 May 2009.
http//www.ascd.org/readingroom/edlead/9911/scher
er2.html David H. Rose Meyer, Anne
(2002-2009). Teaching Every Student in the
Digital Age. 17 May 2009 Teaching Every Student
in the Digital Age Universal Design for
Learning, Gardner, H. (2008). The 25th
anniversary of the publication of Howard
Gardners Frames of Mind The Theory of Multiple
Intelligences. Retrieved from http//www.pz.harvar
d.edu/pis/MIat25.pdf 17 May 2009