By Thomas R. Hoerr
From the Foreword by means of Howard Gardner: during this useful publication, Tom Hoerr relates a decade's worthy of MI reviews at St. Louis' New urban college. We find out about the staff's preliminary publicity to MI thought, the numerous actions (some extra profitable than others) that have been undertaken via school and employees in instructing, curriculum, grownup improvement, and evaluation; the demanding situations that the chief faces in trying to lead to major and lasting switch. particularly compelling are the continued efforts to enhance the non-public intelligences in the course of a interval whilst problems with range, multiculturalism, and criteria loom so huge. Hoerr underscores the centrality of collegiality, the issues posed by way of temporary scholars and school, the complementary position performed by way of public exhibitions and standardized attempt rankings, the function of acquaintances in selecting the actions (and intelligences) favorite by way of little ones, the fragile line among help and problem that the chief needs to stroll, the stress among excellence and perfection. I worth 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 continually been a technique. Hoerr makes it abundantly transparent that the trouble to take advantage of MI principles successfully needs to stay at the schedule. nonetheless, i will be able to testify that, over a 10-year interval, transparent, palpable, outstanding development could be made. we will be able to enhance faculties considerably, yet provided that we take the lengthy view and don't accept patchwork fixes. Thomas R. Hoerr is director of the recent urban university in St. Louis, Missouri. lower than Hoerr's management, the school begun enforcing the speculation of a number of intelligences in 1988.
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How could we encourage and support teachers from different grades or disciplines working together on curriculum? 23 4 ASSESSING AND REPORTING STUDENT GROWTH students show what they know by monitoring themselves and learning from their performance as they progress. Consequently, we need summative assessments of finished products, assessments that show what students know and can do, as well as cumulative assessments, assessments that show how a problem was solved and the points of progress along the learning route.
1 (pp. 28–29) shows a sample of the logical-mathematical page and narrative comments. The progress report also includes specialists’ reports for the musical, spatial, and bodilykinesthetic intelligences, as well as reports from the science, library, and Spanish teachers, each on a separate page. Appendix B shows the full text of our progress reports. These reports are sent home twice each year. Used with our other reporting techniques and measures, the progress report shares information about a child’s strengths and the areas where the student is weak.
This way I can address both measurement and proportion, two of my math goals, in my Native American unit,” says the 3rd grade teacher. Another 3rd grade teacher talks about using the outdoors, tapping into students’ naturalist intelligence, to encourage writing. “Some of my kids who have difficulty creating rich descriptions were completely different when we were looking at how the leaves change colors in the fall,” she said. ” At the other end of the table a 4th grade teacher is discussing his frustration with a unit on biographies.