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Multiple Intelligences: Expanding Our Perspectives to Support All Learners: February Term

2/27/17 to 5/28/17


Team Tuition: $525 per person

Please note, this course only accepts team enrollment of three to six people. Teams will be considered on a rolling basis and notified within three business days.

Teams should be able to try out course ideas with students/learners in classrooms or other learning environments. Teams should also be able to meet locally, in person, at least once a session to engage in group-based activities.

Application Deadline: February 20, 2017

Online Course Overview

Educators all over the world recognize that their students are unique individuals with different proclivities, passions and interests. However, educators need frameworks for understanding and responding to these differences in the context of classroom and other learning environments. The theory of multiple intelligences (MI), an evidence-based theory developed by HGSE Professor Howard Gardner, offers educators a powerful way to address diverse learner profiles.

MI theory is a critique of the standard psychological view of intelligence — that there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, MI theory claims that human beings have a number of relatively discrete intellectual capacities. This course will help participants understand the many dimensions and applications of the theory as they learn how to more effectively build all students’ understanding of important knowledge and skills valued in and beyond school. In the process, you will cultivate observation and analysis skills for understanding students' diverse strengths, learn how to teach critical content in several different ways, and develop a curriculum and assessment unit plan for enhancing student learning.

Online Course Objectives

By the end of the course, you will:

  • Understand the multiple problem-solving capacities that make up human intelligences
  • Possess a richer skill set for understanding students' strengths while recognizing learning differences
  • Work more productively with varied learners by developing or modifying curriculum, assessment, and instructional approaches
  • Develop a unit plan for engaging diverse learners and supporting them in achieving deeper understanding
  • Develop plans, tools, and frameworks for enhancing your classroom or learning environment to support the diverse learners within it
How Does the Online Course Work?

The course begins with a one-week Orientation, during which you will explore the online platform and learn about fellow members of the learning community.

Six two-week content sessions follow. The average time commitment is about three to four hours per week. In each session you will:

  • Learn new ideas
  • Review and reflect on key ideas from the previous session
  • Plan for trying out and/or implementing course ideas in the classroom/learning environment
  • Work on a project or curriculum unit
  • Interact with a coach and course peers for feedback and reflection

Teams of three to six colleagues take the course. Team participation promotes a deeper and richer learning experience in your local context and helps to sustain the use of core ideas after the course concludes. Team members will collaborate on most of the assignments, including the development of a project. Teams meet face-to-face once every two weeks.

Although the sessions are structured and coach-facilitated, all the online interactions in the course are asynchronous. You and your team can decide when to work on the course materials as long as you submit the assignment(s) on or before the due dates.

This online course is focused on professional development and not linked to a degree program at HGSE. Academic credit is not available for this online course. You will be eligible for a digital certificate representing 45 professional development hours upon successful completion of the course.

Who Should Attend

This course only accepts team enrollment of three to six people. Teams need to be able to meet locally, in person, at least once every two weeks. Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after-school programs, and other informal learning contexts, etc.). Team members can come from within or across schools or organizations.

Faculty

Multiple Intelligences: Expanding our Perspectives to Support All Learners was developed by current Project Zero researchers who have worked closely with Howard Gardner, using Gardner’s theory of multiple intelligences.

Daniel G. Wilson, the Director of Project Zero, is the Faculty Chair for all Project Zero online courses.

The Power of Teams

Team participation is a requirement for this course. Teams communicate as a single “voice” during the course. Team members complete readings and some in-classroom assignments individually, and gather as a team once every other week to reflect on and synthesize their common experiences in online group posts. Teams also work on course project that is submitted at the end of the course.

Teamwork is required for a number of reasons:

  • Research and experience show that team participation enhances engagement in and practical application of course content in schools.
  • The team structure enables team members to support each other using a common language and framework, while enacting shared strategies in a local context during and after the course.
  • Current best practices in school improvement rely heavily on teacher collaboration and learning for district, school, practitioner, and student development.
Online Course Schedule

Please review the course schedule and plan how you and your team will be able to participate fully in the course and complete all the course work (several assignments in each session) in a timely manner taking into account your local holidays and vacations.

Session 1, Orientation Week, February 27 – March 5
Session 2, March 6 - March 19
Session 3, March 20 - April 2
Session 4, April 3 - April 16
Session 5, April 17 - April 30
Session 6, May 1 - May 14
Session 7, May 15 - May 28 (End of Course)

Fees and Policies

This online course is focused on professional development and not linked to a degree program at HGSE. Academic credit is not available for this online course. You will be eligible for a digital certificate representing 45 professional development hours upon successful completion of the course.

Payment or a purchase order must be received within thirty days of course acceptance and prior to the course start. While a purchase order confirms enrollment, an outstanding balance is maintained until payment is rendered. 

Please click here for more information on our on-campus and online refund and withdrawal policies. If you have any additional questions or concerns about your ability to participate, please contact our admissions team at ppe@gse.harvard.edu or 1-800-545-1849.

The Harvard Graduate School of Education reserves the right to change faculty or cancel courses at its discretion. In the unlikely event of course changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.


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