Teaching and Learning Research Programme. Theory of multiple intelligences. The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities.
The different abilities[edit] Musical–rhythmic and harmonic[edit] Interpersonal[edit] Brain-based Learning Design Principles. 12 Design Principles Based on Brain-based Learning Research By Jeffery A. Lackney, Ph.D. Based on a workshop facilitated by Randall Fielding, AIA Rich-simulating environments – color, texture, "teaching architecture", displays created by students (not teacher) so students have connection and ownership of the product. Places for group learning – breakout spaces, alcoves, table groupings to facilitate social learning and stimulate the social brain; turning breakout spaces into living rooms for conversation. Linking indoor and outdoor places – movement, engaging the motor cortex linked to the cerebral cortex, for oxygenation. Corridors and public places containing symbols of the school community’s larger purpose to provide coherency and meaning that increases motivation (warning: go beyond slogans). This list is not intended to be comprehensive in any way.
Workshop Summary Narrative: What do we know from brain research about how we learn? Uniqueness – every single brain is totally unique. Ten things learned on my leadership journey | John Dunford Consulting. 1. Be creative Dream your dreams and go into school the next day and put them into action. Although many people complain about the pressures of accountability – with some justification – there is still plenty of space for creativity in school leadership.
Being creative does not necessarily mean thinking of original ideas. 2. When I was appointed as a head, I told the appointment committee that it was my job to water the plants. But, as in the garden, not all the human plants need the same amount of water and nurturing. 3. School leaders are part of a great movement to increase the life chances of young people by raising their aspirations and achievement. Of course, all school leaders want their school to be the best and work long hours towards that admirable goal, but this should not be at the expense of other schools. 4. An inspector once asked me about my leadership style and I told him to go and ask the people I led. 5. A values-led school is almost always a good school. 6. 7. 8. 9. Distributed Leadership Page. Distributed leadership is primarily concerned with mobilizing leadership at all levels in the organisation not just relying on leadership from the top.
It is about engaging the many rather than the few in leadership activity within the school and actively distributing leadership practice. The emphasis here is about leadership practice and not leadership functions. A distributed model of leadership is one premised upon the interactions between many leaders rather than the actions of an individual leader. If leadership is primarily about influence and direction then in a sense all leadership is distributed. There are two answers to this question.
So what do we know about distributed leadership [3] ? Distributed leadership is not delegation Distributed leadership is an organisational condition Distributed leadership is promoted not mandated Distributed leadership is inclusive Distributed leadership does not mean everybody leads Distributed leadership has many organisational configurations 1. 2.