2. Logico-mathematical. One of the most glaring differences between life in the 21st century and that of Colonial Americans involves logical reasoning and mathematical functions. Today, even very young students are generally able to use sophisticated calculators and computers to help them with their reasoning and mathematical computations and enjoy the benefits of classroom instruction in these areas; by sharp contrast, many students of Colonial America were not provided with a formal education to begin with, and when they were, it was drastically different than that typically experienced by modern students (Kavenagh & Morris, 1973). Therefore, an examination of what mathematical topics were viewed as important for Colonial American students would make a good starting point for this component of the multiple intelligences approach.
3. Musical. Keeping the multiple intelligence approach curriculum components relevant for students remains an important element in design. In this regard, Wicks (1997) suggests that, "If music is a resource that individuals use to articulate their cultural heritage, could students be better motivated if we placed the music that means the most to them at the core of their complex learning experiences?" (p. 460). Perhaps more than any other component of the multiple intelligences approach to learning, the musical component represents a prime opportunity to communicate essential elements of the curriculum for young learners. For example, one elementary school teacher used this component of the multiple intelligences approach by teaching her students a song about Colonial America (Holland, 1997).
Likewise, Jimmy Driftwood was a history teacher who used music in an highly effective way to help his students learn about American history. According to the National Institutes of Health, Department of Health & Human Services, "Mr. Driftwood wrote many songs, all for the sole purpose of helping his students learn about historical events" (Battle of New Orleans, 2005, p. 2). One elementary school teacher reported that her students were able to learn and retain numbers better if they learned them by counting to music; however, there are other key advantages to this technique that readily lends itself to teaching young students about Colonial America:
Teachers in all disciplines report that their students are more accepting of the people and practices of different cultures if they are introduced to the cultures' music and musicians. The teachers also affirm that taking an interest in and respecting the music of students' heritages or the music that is most popular with students - rock, rap, hip-hop, and the like - significantly bolsters the students' pride and contributes to positive individual and group identities. (Wicks, 1997, p. 461)
4. Spatial. To help elementary school students gain a sense of the geographic considerations involved in the daily life and material cultural in Colonial America, photographs and Web sites of restored historical structures could be integrated into the curriculum. For example, according to Field and Labbo (1999), elementary school teachers can help communicate this sense of spatial relationship to students' current locations by using an overhead of a map that shows the location of these historic structures to provide the students with a geographic context. These activities were shown to provide elementary school students with naturally occurring and authentic interdisciplinary connections that enabled them to use literacy skills and strategies to organize and communicate their findings in meaningful ways (Field & Labbo, 1999). Accounts of individuals and events who may be of interest to students can also help to communicate a sense of the spatial considerations involved in historic events (Deutsch, 2000).
5. Bodily/kinesthetic. Although dancing would make an appropriate communicative device for this component of the multiple intelligence approach, the practice was largely prohibited or at least frowned upon in Colonial America (Bonomi, 1997). While this would make a good interpersonal point (see further discussion below), it does not provide an avenue for elementary school teachers. Therefore, elementary classroom teachers could employ a reenactment of the daily lives of colonialists, with an emphasis on the gender differentiation that existed at the time.
During this period,...
All these facts and considerations presented herein this research proposal establishes a basis for further research in this subject. References Hoerr, Thomas (2004) Applying MI in Schools - New Horizons for Learning: Teaching and Learning Strategies Online available at http://www.newhorizons.org/strategies/mi/hoerr2.htm. Campbell, Bruce (1991) Multiple Intelligences in the Classroom - New Horizons for Learning: Teaching and Learning Strategies Online available at http://www.newhorizons.org/ICLIB/IC27/Campbell.hrm Silver, et al. (2000) So Each May Learn: Integrating Learning Styles and
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