Anchored Instruction vs. Multiple Intelligences- Dustee Phenow

Description

Multiple Intelligences Anchored Instruction
Multiple Intelligences learning theory is a learning approach that argues that all learners are able to know the world through eight different intelligences. Where individuals differ is in the strength of these intelligences. The learning styles are as follows: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, naturalistic and logical-mathematical. Use this theory to reach a variety of learners in the classroom. Anchored Instruction is a technology-based learning approach that places importance on learning happening in a realistic, meaningful, and problem-solving context. Use this theory to actively engage the students through real world problem solving skills.

Example of Application

Multiple Intelligences

After reading the book The One and Only Ivan by Katherine Patterson as a class provide the students with a tic-tac-toe of extension activities covering the 8 different intelligences.

Intrapersonal: write a letter to Ivan letting him know how The One and Only Ivan made you feel.

Linguistic: use Tellagami to create a 30 second video describing your favorite character from The One and Only Ivan.

Spatial/Visual: use iMovie to create a book trailer for The One and Only Ivan.

Naturalistic: research animals in captivity using World Book Online.

Logical/Mathematical: find a nonfiction book about gorillas in the library and fill out the comprehension sheet.

Interpersonal: use Google to search for information about Katherine Patterson. After reading about her, create a list of 10 questions you could ask her if you had the opportunity to talk to her.

Musical: write a poem detailing Ivan’s life.

Bodily-kinesthetic: create a game with a ball and cone that Ivan could have played in captivity to occupy his time.

Anchored Instruction

Show 9th grade math students a short video of other 9th grade students driving in a car headed out on a road trip. All of a sudden the gas light indicates low fuel and the nearest gas station is 26 miles away. Do they have enough gas to make it to the gas station? A record is kept of the mileage for each tank of gas. Hand out the record that has been kept and ask the 9th grade math students to figure out if the car has enough gas to make it to the gas station. The students collaborate and problem solve together to find the constant proportion which is the number of miles the car goes per one gallon of gas. Then they write an equation that relates the miles driven to the number of gallons of gas. They are then able to know if the car will make it to the gas station or if they need to find an alternate solution.

Comparison

Multiple Intelligences Anchored Instruction
Student-centered Student-centered
Provides learners with multiple ways to view content Provides learners with one way to view content
Instruction is formed based on knowledge about students’ specific strengths, needs, and areas for growth Instruction is formed based on using real world examples to engage learning
Emphasis on group and/or individual work Emphasis on group and collaborative work

References

Clements, T. L., & Dorminey, S. J. (2011). Spectrum matrix: Landscape design and landscape experience. Landscape Journal, 30(2), 241-260.

Herrington, J. and Oliver, R. (1995) Critical characteristics of situated learning: Implications for the instructional design of multimedia. In: ASCILITE 1995 Conference, 3 - 7 December 1995, University of Melbourne, Melbourne pp. 253-262.

Love, M. (2004). Multimodality of learning through anchored instruction. Journal of
Adolescent & Adult Literacy, 48(4), 300-310. doi:10.1598/JAAL.48.4.3.

Srinivasan, S. K. (2009). Five minds for the future. Vikalpa: The Journal for Decision Makers, 34(1), 120-123.

Created by

Dustee Phenow