Tagged “Multiple Intelligences”

Walter McKenzie

MI21: Multiple Intelligences and Preparing Children for the 21st Century

Society is quickly shifting, and so with it shifts the dialog about meaningfully learning and contributing. What used to pass for preparation to participate in a democratic society with a free market economy no longer holds true. Public schools currently reflect the 1900s more than the 2000s, even as education bureaucracy has clamped down and locked in on traditional, measurable standards and assessments. Instead of opening things up to the marketplace of ideas, public schools have opened themselves up to the assessment and technology marketplace, investing in solutions to document and justify the last century's ideals.

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Kevin Scott

I Saw the Future on a Snow Day

Whenever I think about personalized learning, I drift toward the ways adults learn. We know what we like, how we remember things, the topics that interest us, and the best ways to absorb new information. It's easy for us. I know I'm a kinesthetic learner so I recall things much better if I'm active. For example, I like to listen to audiobooks and podcasts while I'm running, doing yard work, or driving because I remember a lot more when I associate a passage or new bit of information with what I was doing at the time. But students don't have the years (decades) or experience to know what works for them—they're still going through trial and error and as adults, we need to give them every chance they can get to play around with their own learning.

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Fred Zilian


When teaching history, it is very easy to get caught up and lost in all the details of a particular lesson. I am especially drawn to political, diplomatic, and military history and have found myself spending far too much time in my Western Civilization courses on the fine points of the diplomatic maneuverings of the Congress of Vienna or the tactical skill of Hannibal during the Second Punic War. So, to ensure that my students have the big picture, I do the following:

  1. At the outset of the course, I ensure that they understand the critical overarching themes and questions of the course.
  2. At the start of each lesson, I indicate which of these are present in the day's lesson.
  3. And finally, I require each student to have a "BIG IDEAS BOX."

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ASCD Whole Child Bloggers

Why I Hate High School

ASCD Annual Conference and Exhibit Show

Post written by Jasmine Sanborn, a senior digital and visual journalism student at Loyola University Chicago. She hopes to follow her passions for conservation and comics and someday join the ranks at National Geographic or Marvel Comics.

Horrible. Backbreaking. Traumatizing. Stressful. Idiotic.

These are just a few words a panel of five blended-learning students used to describe how they felt about the classic high school experience. Moderator Mickey Revenaugh of Connections Education emphasized that this is not to say that every school is like this, but that the school system is definitely changing.

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Whole Child Virtual Conference

Thursday on the Whole Child Virtual Conference

We invite you to participate in ASCD's third annual Whole Child Virtual Conference. Entitled "Moving from Implementation to Sustainability to Culture," sessions will offer educators around the globe leadership discussions and strategies to support their work to implement and sustain a whole child approach to education.

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Whole Child Virtual Conference

Grit: Multiple Intelligences and Instructional Technology

Whole Child Virtual Conference - 2013

ASCD's third annual Whole Child Virtual Conference is a free, online event that provides a forum and tools for schools and districts working toward sustainability and changing school cultures to serve the whole child. Built on the theme, "Moving from Implementation to Sustainability to Culture," the conference will be held May 6–10, with international pre-conference sessions held on Friday, May 3, for Australasian and European audiences. The conference features presentations from renowned speakers, educators, authors, and education experts who have successfully implemented a whole child approach in schools around the world, including ASCD Vision in Action award-winning schools and Whole Child Network schools.

Below, we hear from educators and Whole Child Virtual Conference presenters Walter McKenzie and Thomas Hoerr, whose session, "Grit: Multiple Intelligences and Instructional Technology in the Classroom," will be held Thursday, May 9, 4:00–5:00 p.m. eastern time.

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Walter McKenzie

The Best Principals

Who's the best principal you ever worked for? And why do you say so? Ask this question of educators from the classroom to the superintendent's office and the common denominator answer is quite consistent: he or she cared. Cared about what? Content? Pedagogy? Test scores? Well sure, those are a given. But in this case, the principal cared about them. They felt a connection with this principal, that he was more than just a supervisor. He made a difference in their day, much in the same way they made a difference in their students' day. It's all about the relationship.

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Thomas R. Hoerr

Teacher Evaluation and the Whole Child

We measure what we value. This is true in how we spend our time, where we focus our efforts, and how we evaluate our teachers. Believing that educators must embrace the whole child—we must be sure that a child is healthy, safe, supported, engaged, and challenged—then how should that affect our approach to teacher evaluation? Don't misunderstand me: academic skills are terribly important, and teachers, principals, and schools are judged on how children perform on multiple-choice tests. We can mourn that (and I do), but it is a reality. But it can't be the whole reality. As we prepare students to succeed in the real world, not just to do better on their tests next year than they did this year, we must bring a whole child approach to how we view our students.

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