By Thomas R. Hoerr
From the Foreword via Howard Gardner: during this worthy publication, Tom Hoerr relates a decade's worthy of MI reports at St. Louis' New urban university. We know about the staff's preliminary publicity to MI thought, the various actions (some extra profitable than others) that have been undertaken by way of school and employees in educating, curriculum, grownup improvement, and review; the demanding situations that the chief faces in trying to result in major and lasting switch. in particular compelling are the ongoing efforts to increase the non-public intelligences in the course of a interval while problems with variety, multiculturalism, and criteria loom so huge. Hoerr underscores the centrality of collegiality, the issues posed by means of brief scholars and school, the complementary position performed via public exhibitions and standardized try out rankings, the position of buddies in picking out the actions (and intelligences) favorite via youngsters, the fragile line among aid and problem that the chief needs to stroll, the strain among excellence and perfection. I price the concrete examples, in addition to the binds to big conceptual paintings, comparable to that undertaken through Roland Barth on collegiality, Peter Salovey on emotional intelligence, and Peter Senge at the studying association. attaining excellence has regularly been a strategy. Hoerr makes it abundantly transparent that the trouble to take advantage of MI rules successfully needs to stay at the time table. nonetheless, i will testify that, over a 10-year interval, transparent, palpable, awesome development could be made. we will increase colleges considerably, yet provided that we take the lengthy view and don't accept patchwork fixes. Thomas R. Hoerr is director of the recent urban college in St. Louis, Missouri. lower than Hoerr's management, the college all started enforcing the idea of a number of intelligences in 1988.
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Extra info for Becoming a Multiple Intelligences School
Students can use all intelligences in learning and showing what they have learned. • For students’ parents, assessments provide information on how their children are progressing. Appropriate assessments can give parents confidence in a school that is quite different from the schools they attended. , through assessment) allows them to better appreciate the value of the intelligences. • For educators, assessments help us know what a student has mastered and what still needs more attention. Assessments also enable us to gain feedback about the job we are doing.
Parent Education An important part of parent education is also educating parents about our use of standardized tests. We may not like the fact that some decisions are made based on percentiles and stanines, and we may believe the tests have little validity; however, standardized tests are the gatekeepers of the educational establishment and it is important not only that our students perform well on these types of 31 BECOMING A M U LT I P L E I N T E L L I G E N C E S S C H O O L (perhaps in lieu of a fall parent and teacher conference) in which the expectation is that parents will talk most of the time and teachers will listen most of the time enables teachers to learn about their students’ interests and strengths in the various intelligences.
Portfolios should be cumulative, being passed on from grade to grade; however, it is a good idea to cull the portfolio each spring, deciding which objects are representative and should remain and which items can be sent home with the students. As a group, the staff can decide whether portfolios should contain evidence of accomplishments that occur outside school, such as scouting activities, athletics, or musical performances. are sent home before conferences so that parents have time to review them before meeting with teachers.
Becoming a Multiple Intelligences School by Thomas R. Hoerr