Understanding Learning Styles and Multiple Intelligences
Module Four

Jack Drury - Instructor
E-mail: jack@realworldlearning.info
Tel: 518-891-5915
Cell: 518-524-0732
Fax: 518-891-6989
Sandy Hildreth - Course Designer

Understanding Learning Styles and Multiple Intelligences - Module 4
"Providing Multiple Options for Student Performance Tasks"

REFLECTION:

You were asked to take a Multiple Intelligence inventory and read two articles on Multiple Intelligence. Reread what you sent to me as well as my comments on your work on module 3 before you start this module.

READING:

A lot of information on classroom applications of Multiple Intelligences theory was presented in Module 3 . There were also several optional Internet readings listed in Module 1 . If necessary, these may be accessed again for review.

BACKGROUND:

In the previous Modules, instructional activities were designed to appeal to various learning styles. Another way to reach all types of learners is to allow students a choice of what type of product they would like to create to demonstrate their understanding of new knowledge or skills. This could be an alternative to a written test for assessment purposes. For a culminating project or meaningful task, the teacher might provide a list of appropriate options for students to make their own selections. There might be the traditional written report, a newspaper article, an illustrated book, map, or diagram, a PowerPoint presentation, a skit, a scale model, or a diorama, etc. When offering options, it is important to state specific requirements and provide a rubric, so students clearly understand what they need to produce. All the options should require an equal amount of work in order to be fair and materials need to be provided or be easily accessible. It is possible to have 1 assessment tool to assess the content of multiple products. The products themselves are best assessed with a tool that measures “form” criteria. (see below)

You can find some sample lessons with creative products at:
http://www.realworldlearning.info/resources.html

or at:
http://webquest.org/ (check out the Top, Middling or New links)

The challenge when offering students the opportunity to create different products is to have assessment tools for both the product the students’ produce and the content within the product. For example if students were to make a board game that was going to demonstrate their understanding of what life was like during the Revolutionary War time period you would need to consider at least two types of assessment:

1. Is it a good game? – i.e., does it meet the criteria for what we consider to be a “good” game? Is it fun to play, is it easy to learn, is it well designed and well made etc. These criteria are what we call the “form” criteria, the real-life standards that make the product of “good” quality.
2. Does it have good content? – Is it accurate, comprehensive and does it help the players understand what life was like during the Revolutionary War time period? These criteria are what we call “content” criteria, the standards regarding the information within the product (in this example, the game).

While there will be situations where a traditional test might be the most effective assessment tool, there are many times where multiple products could be a successful option. Students deserve opportunities to demonstrate learning using their own strengths and abilities, i.e., their “Intelligences”.

TASK:

Look over the topics you are planning to teach over the next month and find one that can be assessed by allowing students to create a product of their choice (perhaps in teams). It is not imperative that students take a learning styles or Multiple Intelligences inventory. Perhaps it is already known who likes to draw, talk, make things, or act out ideas; who is musical, artistic, athletic, or good at writing.

Let the students select a product of their choice. You can narrow it down perhaps to two or three products that you think will best demonstrate their understanding of what you want them to know. Monitor the effects of this action on your students' learning. Save either some of the actual products, record written descriptions of them, or copy or photograph them for future reference. They might be useful for your Final Course Product.

So what exactly am I asking of you?

A. Pick a topic that you will be teaching within the next month that you would be willing to let students to produce a product that would represent their learning about the topic.

B. Let the students pick a product (perhaps from a list of two or three) to produce.

C. Think about what you could create that would help you assess both the “form” criteria and the “content” criteria. You don’t actually have to create the tool but if you want to you can. We’ll create assessment tools in future modules.

D. Provide a written response (500 words) to me that responds to the following questions:

1.How did it work? Did the students enjoy it? Did they demonstrate their understanding of what you wanted them to know?
2.Did you create an assessment tool? If so how did it work? If not what kind of assessment tool(s) would help both you and the students?
3.Do you think you would want to do this again? Why?


FINAL COURSE PRODUCT:

You can review at any times the options listed in Module 1. If you have ideas or questions about it, please email the course designer.