Learning Modules In Action

I think you short change your learning styles.  

I am curious about the manner of tests that were used to determine if these modules work and how long they were used before making a determination.

Mr. Gardner, I came upon your Models of Intelligence accidentally after having already developed my own speculative theory, which ended up matching your Modules.   There are a couple of things that I want to direct our attention to in your apology for not using the styles, but bottom line is that
right here you say it all:

1.       Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone.
2.        Pluralize your teaching. Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play). In this way you can reach students who learn in different ways. Also, by presenting materials in various ways, you convey what it means to understand something well. If you can only teach in one way, your own understanding is likely to be thin."

When i first began to write about this mode of education I never meant for it to totally replace the standard.  Here is why; i home schooled my children for a number of years and, while one daughter needed to learn on a looser program and with out the heavy structure at first....just enough to help her realize that at some point it all had to be done; the other child needed the consistent structure and Rules.  That being said, there is a certain amount of rules that need to go along with the lessons, while at the same time keeping the door open for those students who may seem to be "impulsive" or to learn impulsively.  There is a need for busy desk work in order to form the understanding of routine, but there is also the time of free play in learning.  Begin even this with structure, like kindergarten or the way it used to be; Give the students the graphs and diagrams and "blueprints" of the outcome and possibilities of each area of study.  Let them see how the lessons and mastering can be used even while they are still in the learning process.

There needs to be something specific that the students are working towards, to bring a sense of Unity among them.  This is because in the initial stages of  setting these tables and booths out things can become chaotic.  We want to temper this with a specific focus.
While I knew, during my scheming process that this might be true, it was not until 4 years ago while I was in Venus Florida where the Venus project, and Roxanne and Jacque are located, that I hit on what was needed.
While communication, online... for jacque didn't exactly want to see me, for reasons I will not detail here, but we did communicate and he did open my eyes, as I did his, on what we each were meaning when we described things like open opportunity for all student, and the use of robotics to get tasks done.
Jacque has models of his ideas, of his cities and townships but they are not actual working models.
We are going to work to Make them working modules, beginning small, and then branching out to miniature golf style communities of modules and put the ideas to work.

Empty office complexes


There.  That is the basic idea.  Also included, although this may be down the road, are the field trips to other countries.  There are a number of nations that are already using advanced means of powering their towns.  We learn from them... of course this is later, and goes into a bunch of political stuff that I am not exactly prepared to cover here.
so, lets box that idea up and save it on one of the walls as an idea box for awhile.

Intro To Models of Intelligence and Differential Schools

Further Reading

Nine Types of Intelligence by Howard Gardner

http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm

Response from Howard Gardner regarding his concern that his work is being misunderstood;

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/

I am working on a response to Mr. Gardner regarding my own Differential Schools and The Nine Models of Intelligence based on his excellent descriptions of various forms of intelligence. I had already been brainstorming and semi-developing different alternative school  for at least 4 years before I found his work. I did not study him so much as began immediately considering the path to weaving his work into a way to model that would benefit the student with-out the stigma of labels.  This is one of his concerns and I speak further to that in my response.
The Alternative schools are not so different from some already in existence and new ones being looked at.  His profiling is detailed and leaves room to step outside of the cookie cutter labels as we learn to identify and watch for these traits in the students.  Of all ages. 

These are not meant to replace the standardized tests; they are meant to help discover those students who work best with those tests and those who do not, as well as develop other forms of standards for testing.  The tests are for astute teachers who can see behavioral and interest level patterns occurring from seemingly unrelated subject material, both during actual class time and relaxing kicked back hours.

The term Differential School I had formed before finding any actual material on Differential as a form of discipline or study.  It was simply put into my head by the memory of the days when I was trying understand the concept of gears and teeth.

yes.  I was that deep.

:/

tic

The Differential Schools and Nine Models of Intelligence

Howard Gardners The Nine Types of Intelligence

• Spatial

• Linguistic

• Logical-mathematical

• Bodily-kinesthetic

• Musical

• Interpersonal

• Intrapersonal

• Naturalistic

• Existential

And are expounded as follows. I am using the direct quotes here because I feel that they say it so well that it does not need to translated or expanded on,;

Spatial

This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.

[edit] Linguistic

Linguistic Intelligence is defined as having the following criteria:

a deep understanding of words and a sensitivity to the literal and figurative meanings of words, highly developed oral and written communication skills, knowledge of grammar rules and when it is appropriate to disregard those rules, sensitivity to the musical qualities and rhythms of words, knowledge of the many different uses for language, such as persuasion, information, or pleasure. Poets, writers, and public speakers are examples of linguistically intelligent people.

[edit] Logical-mathematical   

This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

Careers which suit those with this intelligence include scientists, physicists, mathematicians, logicians, engineers, doctors, economists and philosophers.[citation needed]

[edit] Bodily-kinesthetic

The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory.

Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.[4]  (q.  I have also heard the same about mathematics and the brain connection)

[edit] Musical

This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

[edit] Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.[5]

[edit] Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, you can predict your own reactions/ emotions.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

[edit] Naturalistic

This area has to do with nature, nurturing and relating information to one’s natural surroundings. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

[edit] Existential  (this one is and the Naturalistic intelligence both also are actual working theories of philosophy.  The naturalist actually would fall under geologists and anything to do with the ecosystems and natural resources, diet, etch.  The existentialist is one that should be looked into at least briefly in regards to it's relationship to the traits listed here.

Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Ideal careers: cosmologist, philosopher.

my notes;

Some of the more reflective and artistic modules were not originally included, but they have come to be seen as an integral part in the overall learning of the student;

This theory states that a child who learns to multiply easily is not necessarily more intelligent than a child who has stronger skills in another kind of intelligence. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understand the multiplication process at a fundamentally deeper level. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.

One of the side benefits of learning to feel secure in your own abilities yes; some of the modules will also hales to develop a 6th sense of understanding and how to follow it.  That is often a trial and error process, but many will suddenly find that it comes naturally with out them understanding why.  They will learn to understand why, will catch the nuances that lead them to certain feelings as well as certain understandings.  A bit like the mathematical student who doesn't work through all of the given steps, but 'see's the answer with out being able to explain how they 'know'.  
These individual modules will help them tune into why they know, what their mind is picking up subconsciously in order for them to decipher their answer.  
Some of the older students and elders here might also see how this can help a population become more attuned to symbolic or cluster thoughts and signs that lead them to decisions which they ordinarily are not aware of.