By Thomas R. Hoerr
From the Foreword by means of Howard Gardner: during this worthy ebook, Tom Hoerr relates a decade's worthy of MI reviews at St. Louis' New urban tuition. We know about the staff's preliminary publicity to MI idea, the various actions (some extra winning than others) that have been undertaken via school and employees in instructing, curriculum, grownup improvement, and review; the demanding situations that the chief faces in trying to result in major and lasting switch. specifically compelling are the ongoing efforts to advance the private intelligences in the course of a interval while problems with range, multiculturalism, and criteria loom so huge. Hoerr underscores the centrality of collegiality, the issues posed through temporary scholars and college, the complementary position performed through public exhibitions and standardized try ratings, the position of neighbors in identifying the actions (and intelligences) favourite by way of little ones, the fragile line among help and problem that the chief needs to stroll, the strain among excellence and perfection. I worth the concrete examples, in addition to the binds to special conceptual paintings, reminiscent of that undertaken via Roland Barth on collegiality, Peter Salovey on emotional intelligence, and Peter Senge at the studying association. reaching excellence has continuously been a procedure. Hoerr makes it abundantly transparent that the hassle to exploit MI principles successfully needs to stay at the time table. nonetheless, i will be able to testify that, over a 10-year interval, transparent, palpable, remarkable growth may be made. we will be able to increase colleges considerably, yet provided that we take the lengthy view and don't accept patchwork fixes. Thomas R. Hoerr is director of the recent urban institution in St. Louis, Missouri. lower than Hoerr's management, the college begun imposing the speculation of a number of intelligences in 1988.
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Additional info for Becoming a Multiple Intelligences School
Are student successes in different intelligences shown? If an Honor Roll is posted, is it based only on the scholastic intelligences? Where is there evidence of students who have excelled in the personal intelligences? Does the art program have the same prominence as the athletic program? It is helpful to have parents in the building as often as possible to see what is happening. We want parents in our building because we use our halls and walls for educating, not just decorating. , 1/4 +1/4 = 2/8) • does not understand <,>, = with fractions • does not understand concept of decimals • recognizes, writes and understands numerals to 10,000 • demonstrates an understanding of place value through 1000’s • rounds numbers to the nearest 10’s, 100’s • explains and accurately computes 4-digit subtraction with regrouping using base 10 blocks • explains and accurately computes 2-digit by 2-digit multiplication with a model • explains and accurately computes division with 1digit divisors and up to 4digit dividends with a model • knows basic multiplication facts to 144, but cannot meet time standard • knows basic division facts to 10, but cannot meet time standard • identifies fractions as part of a set and part of a whole, but cannot apply to real world situations • adds and subtracts fractions with like denominators with models • understands <,>, = with fractions with models • adds and subtracts decimals inaccurately • recognizes, writes and understands numerals to millions • demonstrates an understanding of place value through millions • rounds numbers to the nearest 10’s, 100’s, 1000’s • explains and accurately computes a 4-digit subtraction problem with regrouping • explains and accurately computes 2-digit by 2-digit multiplication • explains and accurately computes division with 1-digit divisors and up to 4-digit dividends • knows basic multiplication facts to 144 (Goal: 30/minute) • knows basic division facts to 100 (Goal: 30/minute) • identifies fractions as part of a set and part of a whole and can apply to real world situations • adds and subtracts fractions with like denominators with accuracy • understands <,>, = with fractions with accuracy • adds and subtracts decimals with accuracy • understands the concept of ones, thousands and millions • demonstrates an understanding of <,>, = with whole numbers beyond millions • rounds numbers to solve problems • understands and accurately uses short method, lattice and 11’s trick; also solves 3-digit by 3-digit problems • understands and can accurately use short method with 2-digit divisors • knows basic multiplication facts to 144 (more than 30 facts per minute) • knows basic division facts to 100 (more than 30 per minute) • understands relationship between fractions, decimals and percents • adds and subtracts fractions with unlike denominators • experiments with and understands <,>, = with fractions regardless of numerator and denominator • adds, subtracts, multiplies and divides decimals COMMENTS: Research shows that place value issues constitute 70% of errors in computation.
To use MI effectively, teachers need to know each student’s strongest and weakest intelligences. Knowing each student, teachers can design curriculum and present instruction in ways that allow students to use their strengths, although few lessons will offer eight routes to learning. To learn about their students, teachers need structured time to share information and to learn from one another’s perceptions. Teachers sometimes share information about their students with other teachers, but they rarely discuss those who are achieving, or as Gardner calls them, “at-promise” students.
The hanging of student work, however well done or attractive, is not sufficient. Parents need explanations. In our halls you will find explanations by the student work, showing parents, educating parents, what we are doing and why it has value. Here is an example of a posted explanation from our halls: Surrounding the description are self-portrait collages done by the students. On another floor, the following explanation is hung: SPATIAL ANALYSIS OF A POEM The 5th grade has finished reading The Outsiders by S.
Becoming a Multiple Intelligences School by Thomas R. Hoerr