MI Theory as a Growth Paradigm

Reference: 
T. Armstrong (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.

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MI as Diverse Entry Points

Gardner claims that "A skilled teacher is a person who can open a number of different windows on the same concept."  It is intended for you to acquire awareness and knowledge to become such a skilled teacher to open doors and windows for our students with disabilities. Under current standard movement and the IDEA Amendment of 1997, all of students with special needs must gain access to core curriculum and master "subject matter content standards." The concept and techniques regarding Gardner's 'Entry Points" play an important role for all special educators and parents. 

Gardner (1991) acknowledged that when we have a high student-teacher ratio in a classroom with a single textbook, it is challenging for any teacher to individualize  instruction to meet the needs of diverse students. In 1991 Gardner proposed that "any rich, nourishing topic - any concept worth teaching - can be approached in at least 5 different ways that will map onto the multiple intelligences" (p. 245). He stated that "we might think of the topic as a room with at leave five doors or entry points into it. Students vary as to which entry point is most appropriate for them and which routes are most comfortable to follow once they have gained initial access to the room". Awareness of these entry points can help the teacher introduce new materials in ways in which they can be easily grasped by a range of students; then, as students explore other entry points, they have the chance to develop those multiple perspective that are the best antidote to stereotypical thinking." (Gardner, 1991, p. 245)

Back in 1991, Gardner's original entry points were: (Text adopted from Gardner, 1991)
A narrational entry point - one presents a story or narrative about the concept in question. For example, be telling stories of its beginnings in ancient Greece or of the origins of constitutional government in the United States as an entry point into the topic of "democracy."

A logical-quantitative entry point - one approaches the concept by invoking numerical considerations or deductive reasoning processes. For example, looking at congressional voting patterns over time or the arguments used for and against democracy by the Founding Fathers as a entry point into the topic "democracy."

A foundational entry point - one examines the philosophical and terminological facets of the concept as an entry point to a topic. It is very appropriate for individuals who like to pose fundamental questions, of the sort that one associates with young children and with philosophers rather than with more practical spirits. A foundational approach to democracy would ponder the root meaning of the word, the relationship of democracy to other forms of decision making and government, and the reasons why one might adopt a democratic rather than an oligarchic approaches. 

An esthetic entry point - one taps into the sensory or surface features that will appeal to - or at least capture the attention of - students who favor an artistic stance to the experience of living. For example, one may listen to the musical ensembles that are characterized either by group playing or by playing under the control of a single individual - the string quartet versus the orchestra or to consider various forms of balance or imbalance as they are epitomized in different voting blocs.

An experiential entry point - some can learn best with a hands-on approach, dealing directly with the materials that embody or convey the concept. For example, the class that have to make decision in accordance with various governmental processes, observing the pros and cons of democracy as compared with other, more "top-down" forms of government.

In 1999, Gardner proposed additional entry points you may access such information from the web site sponsored by the Project SUMIT (Schools Using Multiple Intelligences Theory) at Harvard University. ( http://www.pz.harvard.edu/SUMIT/)

References:

Gardner, H. (1999). The disciplined mind: What all students should understanding. New York: Simon & Schuster.

Gardner, H. (1991). The unschooled mind: How children think and how school should teach. New York: Basic Books.

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Schools Using MI Theory

Rubric Development

http://www.uvm.edu/~mhock/standards/rubric/main.html

http://school.discovery.com/schrockguide/assess.html

http://rubistar.4teachers.org

http://www.teach-nology.com/web_tools/rubrics/