Learning for Understanding: A Faculty-Driven Paradigm Shift in Learning, Imaginative Teaching, and Creative Assessment

This article describes an experimental pilot study begun in 1994 in the Glendale Community College (Glendale, Arizona) psychology department. The faculty-driven idea incorporated Howard Gardner's multiple intelligences theory (MI) into a new paradigm--one where creative forms of learning result...

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Bibliographic Details
Published inCommunity college journal of research and practice Vol. 30; no. 2; pp. 135 - 137
Main Author Díaz-Lefebvre, René
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.02.2006
Routledge
Subjects
Arizona
Cognitive Style
Community Colleges
Creativity
Instructional Innovation
Multiple Intelligences
Peer Teaching
Pilot Projects
Psychology
Teaching Methods
Arizona
Online AccessGet full text
ISSN1066-8926
1521-0413
DOI10.1080/10668920500433082

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Summary:This article describes an experimental pilot study begun in 1994 in the Glendale Community College (Glendale, Arizona) psychology department. The faculty-driven idea incorporated Howard Gardner's multiple intelligences theory (MI) into a new paradigm--one where creative forms of learning resulted in real understanding. The pilot study, Multiple Intelligences/Learning for Understanding (MI/LfU), was offered in 10 psychology classes over a 2-year period (1994-96). It introduced innovative ways for students to complete assignments and demonstrate learning of essential information. Based on students' "intelligences," they chose creative "Learning options," such as acting/role-playing, mime, collage, sculpture, creative dance, original poetry, musical performance, drawing/sketching and paper/pencil testing to demonstrate core concepts and principles. Learners demonstrated understanding of academic material through a "performance of understanding" as they taught concepts to their peers using their chosen learning options. Following the conclusion of the pilot study, the initiative was expanded to include teachers of other subjects (English, art, chemistry, math, biology, music, communication, child/family studies, anthropology, Spanish, nursing, psychology). In 2000, the MI/LfU expansion study became a recognized program at Glendale Community College, participating in and making significant contributions to college assessment and institutional effectiveness programs.
ISSN:1066-8926
1521-0413
DOI:10.1080/10668920500433082