Applying+Constructivist+Theory,+Multiple+Intelligences,+and+Bloom's+Taxonomy

This workshop at Innovation High School is to help teachers use the constructivist theory while integrating technology into their school curriculum (Argosy, 2011). To achieve this goal, this workshop wants teachers to apply Bloom's taxanomy (analysis, synthesis, and evaluation) and Multiple Intelligences to their currriculum planning.

__Bloom's Taxanomy__
 * Bloom's Level || Learning Activities || Constructivism Addressed ||
 * Analyzing || Activites include mashups, linking, comparing, organizing, outlining, and goggle forms || This step looks very closely at how students have created, structured and organized their projects. ||
 * Synthesis || Activities include a mix book, slideshow, voice thread, animoto, or a class wiki of all projects. || This step provides the student or class an opportunity to create a final collaboration that will publish the student work. To create and publish gives students that audience that is so important to the authentic learning process. ||
 * Evaluating || Teachers post students projects on a blog or voice thread and allow other students to commment on the projects || This step should be based on criteria and standards when students are evaluating each others work. They should be given some objectives, criteria, and standards to base their work on. ||


 * __Multiple Intelligences__**
 * Intelligence || Description || Activities ||
 * Verbal/Linguistic || Individual's ability to understand and manipulate words and languages || Students read content and prepare a presentation for his/her classmates ||
 * Logical/Mathematical || Individual's ability to do things with data: collect, and organize, anlyze and interpret, conclude and predict. || * Student create graphs or chart to explain written information.
 * Students particpate in webquests associated with the content. ||
 * Visual/Spatial || These individuals depend on visual thinking and are very imaginative. || Have students work individually or in groups to create visuals. Use of powerpoint slides, maps, charts, and concept mapping. ||
 * Bodily/Kinesthetic || These individuals like to move around, touch the people they are talking to and act out things. || Students create props of their own explaining subject matter (shadow boxes, mobiles, etc. ||
 * Musical Intelligence || These individuals have the ability to understand, create, and interpret, musical pithces, timbre, rhythm, and tones and have the capability to compose music. || Create a song or melody with the content embedded from memory. ||
 * Interpersonal || These individuals show empathy toward the feelings of other individuals || Group editing ||
 * Intrapersonal || These individuals must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknessess || Journaling, Web logging (blogs), creating personal of work. ||

There was no group discussion on this problem scenario. Each member of the group emailed a summary of what was important issues in the problem scenario. In Bloom's Taxonomy six skills were listed from the cognitive domain with the higher skills being the last three. In discussing Garnder's Multiple Intelligences it was determined that students preferred that learning activities should include more than one type of intelligences. Teachers should also access their students using more than one intelligence. There is also a strong link between the effective use of technology and constructivism.

References:

Argosy University. (2011). E6805. Integrating technology into classroom curriculum. Module one. Retreived on May 20, 2011 from [].

Giles, E; Pitre, S; Womack, S. (2003). Multiple intelligences and learning styles. Retrieved on May 20, 2011 from []

Educational Origami. (2010). Bloom's digital taxonomy. Retrieved on May 20, 2011 from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy.