A "Multiple Intelligences" Approach to Expanding and Celebrating Teacher Portfolios and Student Portfolios.

Autor/inn/en	Donovan, Bernadette; Iovino, Rose Marie
Titel	A "Multiple Intelligences" Approach to Expanding and Celebrating Teacher Portfolios and Student Portfolios.
Quelle	(1997), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Theories; Elementary Secondary Education; Higher Education; Intelligence; Language Arts; Learning; Multiple Intelligences; Portfolio Assessment; Portfolios (Background Materials); Student Evaluation; Student Teachers; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intelligenz; Klugheit; Sprachkultur; Lernen; Intelligenz (Psy); Portfoliobeurteilung; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Linking Multiple Intelligences theory and portfolio use is discussed. The question asked by Multiple Intelligences theory is: "In what ways is this person smart?" rather than "How smart is this person?" The portfolio compiler is forced to think about the ways particular intelligences are demonstrated or performed. Attempts to strengthen the bond between Multiple Intelligences theory and the use of portfolios for preservice teachers and their future students are supported by the fact that Gardner's theory has proven successful in curriculum and teaching methodology. Multiple Intelligences theory has been shown to be a good fit for portfolio development through journaling in Language Arts methodology classes. Measurement techniques have involved student teachers using the Multiple Intelligences Inventory for Adults to assess their personal intelligences, and then reflecting on their findings in Language Arts journals. Multiple Intelligences theory can also be used in portfolios for assessment to evaluate all students without the biases of using only standardized testing. In fact, it is possible to argue that Multiple Intelligences theory and portfolio process are opposite sides of the reflective thinking coin needed for academic improvement. At the present time, half of the student teachers at Molloy College (Rockville Center, New York) are using Multiple Intelligences theory as a framework for their portfolios. These preservice teachers have determined their multiple intelligences, reflected on them in journals in a Language Arts methodology course, and are now documenting in their portfolios evidence of translating this knowledge into effective learning experiences for students. Students in the other half are using the traditional framework of philosophical beliefs to demonstrate their competencies. Observations and data collection from these groups of student teachers will provide future directions for evaluating Multiple Intelligences portfolio use as authentic assessment of the student teaching experience. Handouts for the presentation are attached. (Contains 22 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC