Howard Gardners Theory Of Human Intelligence Education Essay

Howard Gardners Theory Of Human intelligence service reading EssayThis assignment go a elan critic exclusivelyy cover the takings of integrated appriseing in the early on primary computer programme with honor fitting mention to the engagement of the push throughside disclose environment. It ordain be ground on my personal query that stemmed from the political platform.Firstly, this assignment entrust discuss the outside acquire day, which incorporated acquirement out-of-doors with a topic themed activity. Secondly, the assignment will discuss integrated learning and exterior learning in relation to the tackation field origination and utilise science.Howard Gardners possible action of gentle intelligence, suggests at that place argon at least seven ways that hatful go of perceiving and d stimulatestairsstanding the world. Gardner labels each of these ways a distinct intelligence in other(a) words, a heap of skills every last(predicate)owing indi viduals to find and resolve genuine problems they face. in spite of appearance the platform, traditional sh solelyowing heavily favours the verbal-linguistic and ordered-mathematical intelligences. Gardner suggests that a to a greater extent balanced curriculum that incorporates the arts, self-aw arness, talk, and personal gentility (Gardner, 1999) is subscribe toed.Brief outline to the honk.The project theme which was elect was that of habitats and materials with reference to The Three Little Pigs, as this was a popular tommyrot that we whole knew surface and thought we could do a great weed to facilitate childrens learning crossways the age slogs of the school. We collaborated as a congregation and decided the story could be changed and saw it possible to allow a good link to the alfresco environment leading to apply the rude(a) environment to micturate habitats. We lodgeed the story to relate directly to the inwrought environment by The Three Little Pigs construct their homes from twigs, leaves and mud as we thought this would be much beneficial and harbour questioning and investigating. inwardly the discussion we chose a shaded argona in the school grounds to set the scene for our performance and we believed this would then tending with the wow factor of the excogitation to the activity. The most thriving aspect of the session was, once we had gained confidence and had extend through the activities with the children, this allowed us to reflect on what was relieve 1selfing and the timing of the session. This enabled our mathematical separate to adapt our topic and allowed us to engage the children more(prenominal) successfully. The children showed positive reactions when grammatical construction homes for animals from out-of-door choices (sticks, mud, leaves etc), however the session at the beginning was non as successful as we were non sure on timing, in which the sign group finished the set task earlier than ex pected. We then had adapted our intentions to create new extension activities for the children to do and we decided to carry out a hunt for other items to go in the homes we had made. From this experience we had to discuss ideas for other activities we could snap move out if this timing douse reoccurred.I was surprised how move the children were when we were performing the story of The Three Little Pigs. Some of the ideas children came up with when building the homes were unexpected such(prenominal) as making sure the home was seal and the creative thought they used to do this, for voice we need to build underground or in a sheltered spot and they too suggested, making sure that the roof was covered in leaves to keep the animals warm, run dry and camouflaged.From the Outdoor accomplishment Day we cooperatively discussed where we could take the theme of materials and habitats. After a long discussion we decided to draw on our personal talents at heart the foundation sub jects and use them to relegate lesson plans and resources. I decided to opt for plan and technology, as I find this subject interesting and feel that it has a all-embracing scope for learning. The matter course proclaims that, During Key Stage iodinepupils learn how to think imaginatively and talk astir(predicate) what they like and dislike when functioning and making. They build on their early childhood experiences of investigating objects almost them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as separate of their designing and making. (National Curriculum 1999)The main content bea of the project.Integrated discipline is discussed and used with alternative phraseology such as Topic base Work, Cross Curriculum and Creative Curriculum. In search, Integrated Learning studies are stated as Opportunities to enrich and enhance childrens learning and make connections across the curriculum (Rose 2009).Ofsteds grade descriptor of an outstanding curriculum states The schools curriculum nominates unforgettable experiences and rich opportunities for high- timberland learning and wider personal phylogenesis and wellbeing. The school may be at the forefront of successful, innovative curriculum design in or so sweeps. A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to trifle the changing needfully of individuals and groups. (Rose 2009). The National Curriculum for frame Technology suggests that it provides opportunities to set ahead pupils spiritual, moral, societal and heathen increase. (National Curriculum 1999) There are highly spare programmes for a wide range of pupils with distinct needs. Cross-curricular provision, including literacy, numeracy and ICT, is mainly outstanding and in that respect is nonhing less than good. As a result, all groups of pupils benefit from a hi ghly coherent and relevant curriculum which promotes outstanding outcomes. (Rose 2009)The Qualifications and Curriculum exploitation Agency (2010) explains The new curriculum is based on what is already misadventure in umteen schools to bring learning to life, and the structure reflects what other successful countries are doing with their national curricula. (Qualifications and Curriculum Development Agency 2010). A quality curriculum should be broad and balanced a statement which was highlighted in the Education Reform Act 1988. Curriculum differs in each country, for example in teenaged Zeland TeWharikiwas puzzleed by May and Carr to sour the first national early childhood curriculum in New Zealand. This curriculum adopts a specifically socio-cultural perspective on learning that recognises the variant brotherly contexts in which children in New Zealand perish and the social and synergetic nature of learning. Carr and May (2000), discussed that the aim was the cultiva tion of more complex and expedient understanding, familiarity and skill attached to cultural and purposeful contexts.As discussed in Woods (2005) book Play, Learning and the Early Childhood Curriculum, theReggio approach,from Italy, has developed a distinct pedagogy that places the emphasis on victimization multiple forms of vista and cross curricular cogitate in learning to inspection and repair children hap their understanding and view, maintain their interest and explore to give value to activities. Practitioners discipline themselves as guides who are learning with the children and adopt a listening affair that seeks to encourage cerebration, negotiation and the geographic expedition of difference, accompanimently in collaborative group work. Documenting the go of exploration as children work through a project is a line pedagogical activity which leads children a record of their process and progress through the project, and gives educators a detailed insight into childrens activities and learning. (Stephen, C. 2006).Reggio has developed the idea that children will develop their capacity to think, build and test theories through exploration and making link up with prior hit the hayledge and subjects. The Reggio approach believes that content knowledge is secondary to learning about how to learn, although specific contexts and bodies of knowledge may be the focus of the childrens investigations.Cross-curricular work offers a creative way to incorporate all strands of learning, developing the knowledge, skills and understanding of students while motivating them to learn through stimulating, wide-ranging and interconnected topics.(Wood 2005). It is particularly grand to emphasise link mingled with subjects to attend children make sense of what they are learning. Cross curricular link up are crucial to learning as learning depends on being able to make connections amid prior knowledge and experiences and new information. Such connection s help us make sense of our world and develop our capacity to learn. The human brain increases capacity by making connections with prior experiences which fecal matter be related to, therefore it is a crucial part of program line to involve experiences which the children stand make their suffer connections. Within the curriculum the process of design may have wider applications in a future curriculum which will embrace features such as creativity on a more intensive scale. Outdoor learning offers many opportunities for learners to deepen and contextualise their understanding inwardly curriculum areas, and for linking learning across the curriculum in divers(prenominal) contexts and at all levels. (Parkinson 2010)enquiry into this comes from the Primary Review which is a wide-ranging and unaffiliated enquiry into the condition and future of primary education in England. The analyse began in October 2006 and continued for some(prenominal) years, an interim report published in December 2007 on childrens learning emphasises the importance of thinking skills Children think and rationality largely in the same ways as adults, but they overlook experience, and are still developing the ability to think about their declare thinking and learning (meta-cognition). They need diverse experiences in the class path to help them develop these skills. Learning in classrooms faeces be compound by developing meta-cognitive strategies. (Primary Review 2007) This development in the early years of children is important because of the large nub of brain growth that occurs in the first sixsome years of life. It is vital that thinking skills are nurtured and developed in the early years to defy more comprehensive learning when children are older. education thinking skills to older children is a valid technique, however helping upstart children to develop these skills as they sour is even more hard-hitting. From this it was also found that Cross Curricular Learnin g is a vital way to support childrens learning and will aid in progressing development in the classroom. Piagets theory is based on the idea that the developing child builds cognitive structures-in other words, mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment. This good deal be reinforced by learning through Design and Technology in school which enables pupils to appreciate the made world, the environments in which they live and work, the products they know about and use and the many communication systems that exist. (National Curriculum 1999)Making link up between subjects also helps pupils to learn more effectively as it offers opportunities to gain skills and knowledge in meaningful and purposeful contexts. For example experiencing and describing processes in geographics and science offer children relevant experiences and enhanced understanding. Strong links such as these can enhance learning in all subject areas as they help learners see the relevance, within a wider context, of the skills and knowledge they are acquiring in specific subjects. Since the cross-curricular nature of Design Technology needs to involve teachers functional in collaboratively to go steady children have progression in their learning and development . This doer creating and organising a structure for the management of Design Technology work and, for the effective organisation particularly in the pay backdness and implementation stages which are crucial to its success. In relation to this concept, Palmer and Doyle discussed Education is not just learning knowledge and skills, but the development of childrens learning capacity. Education is the development of thinking clearly and creatively, implementing their deliver plans and communicating their ideas to others in a change of ways. (Sue Palmer and Galina Doyle, 2004) In support of this, making cross curricular links can help learners recogn ise how they are learning, such as was notice in constructivist learning theory Constructivist Learning Theory promotes learner-centered study under the guidance of teachers.It has an important role in training students with the innovative faculty and subject consciousness, while alter their qualities in human culture as well as in the ideological and ethical standards( TIAN Ye 2010). There are certain aspects of learning such as problem solving, reasoning, creative thinking that are used across the whole curriculum. During cross curricular work teachers can help learners recognise these underpinning skills and how they are used in opposite contexts. The Design Technology National Curriculum demonstrates that, Opportunities for teach and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life si tuations. (National Curriculum 1999) Recognition is an important step towards using such skills in a strategic, flexible and intentional way. Learning is enhanced by learners being aware of how thinking and learning occurs, which gives them increased overcome over their learning, however coherence must(prenominal)iness be taken into work out to promise lessons are taught with a meaningful outcome.Social constructivism is a variety of cognitive constructivism that stresses the nature of a broad range of learning. Vygotsky was a cognitive theorist, but rejected the assumption made by other cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in, and must therefore be explained as products of, social interactions and that learning was not simply the incorporation and accommodation of new knowledge by learners it was the process by which learners were integrated into a knowledge com munity. accord to VygotskyEvery function in the childs cultural development appears twice first, on the social level and, later on, on the individual level first, between people (interpsychological) and then deep down the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as true alliances between individuals. (Vygotsky 1978 p. 57)Vygotsky accepted Piagets claim that learners respond not to external stimuli but to their variant of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (Vygotsky 1978 p. 85) The level of potential development, the order of proximal development is the level of development that the learner is heart-to-heart of stretchin ess under the guidance of teachers or in collaboration with consorts. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development. The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can entirely mature under the guidance of or in collaboration with others. in increment in Literacy from the National Curriculum it is stated that children should talk about matters of spry interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. (National Curriculum 1999) This valuable approach to learning can give pupils the option to mince their own questions, this gives ownership of control over work and increases commit ment to it. The National Curriculum only gives teachers a small amount of flexibility in the way they plan to teach literacy as the structure of literacy hour itself is tightly defined. (Hayes 2004) Using an integrated approach to teaching and learning allows the teaching to be incorporated into a fun and different pedagogy and therefore allows the learning to become less structured, rigid and formal. Teaching Design Technology can be seen to require a cross-curricular and team approach and ultimately a whole school approach. It has added implications for resourcing, for timetable changes and for different teaching and learning styles and strategies. (Sebba 2007)An activity using the collaborative learning theory, may include going on a treasure hunt and generally being outdoor(a)s and undertaking something different and new, which increases en pleasancement and variety, thus having potential to enhance teacher-pupil relationships. Child centred teaching approaches, based on interp retations of Piagets work, were adopted with commitment by teachers in the late sixties and 70s. Great imagination and care were put into providing varied and stimulating classroom environments from which children could derive challenging experiences.( Pollard 2008) This relates also to the Researching in force(p) Pedagogy in the Early Years (REPEY 2002) One of the key findings of this report concerns the development of thinking skills it has been found that good outcomes for children were found to be linked to adult-child interactions that included continue shared thinking and open-ended questioning to extend childrens thinking. Including adult poser is often combined with sustained periods of shared thinking. exploitation childrens own ideas and investigation activities often provided the best opportunities for adults to extend childrens thinking.In support of this in the research for The Effective Provision of Pre-School Education Project (EPPE project) sustained shared thin king is identified as one of the key features of high-quality provision, and is described as Where two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity or extend a narrative. Both parties must contribute to the thinking and it must develop and extend their understanding. (EPPE project 2003) The research found that the most effective settings encourage sustained shared thinking, which was most likely to occur when children were interacting one on one with an adult or with a single peer partner.Excellence and Enjoyment which can be developed through alter ways of learning, is a key factor within cross curricular and outdoor learning. Within these factors is the enquiry cycle however, it is vital that the enquiry is structured. This means that children at all levels of development can work in conflate groups to achieve their full potential. The Excellence and Enjoyment Document from the Department of Children Schools and Families (DSCF) claims that education is a critical stage in childrens development it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy cave iny, solving problems, being creative in writing, art, music, developing their self-confidence as learners and maturing socially and emotionally.(DCSF 2003)Outdoor experiences reinforce learning in the classroom by providing an environment to test out ideas and hypotheses and allowing pupils to extend their understanding of the real world. The social, economic, physical, cultural and mental environment in which we live seems to have a powerful effect on how we develop intellectually and physically (Barnes 2007) Education is more than the acquisition of knowledge it is improving materialisation peoples understanding, skills, values and personal development which in turn can significantly enhance learning and achievement. Learning open provides a frame work for learning that uses surroundings and communities outside the classroom. This enables the pupils to develop communication skills and self confidence and allows them to construct their own learning and live successfully in the world that surrounds them.The Outward Bound Document (2012) hypothesised that outdoor experiences improve academic achievement as pupils are free to learn openly and outdoor learning can introduce children to a increase range of environments. The fact of the environment so clearly affects the brain development of other mammals might lead us to examine closely the relationship between the environments our children work in and their mental, physical and spiritual development(Barnes 2007). Overall learning outdoors provides challenges and the opportunity to take acceptable levels of risk. Giving young people responsibility for achieving these outcomes helps them to learn from their successes and failures. (Outdoors Manifesto 2006)The National Advisory Comm ittee on Creative and Cultural Education (NACCCE) report inferred that creativity in education and learning should include, imaginative activity fashioned so as to spring up outcomes that are both(prenominal) original and of value (Craft, A. Cremin, T. Burnard, P. and Chappell, K. 2007). The report includes that creativity should be more incorporated in the national curriculum, however creativity is not just related to the creative arts, music, art and dance it is about different ways of thinking. creativeness is about exploring different ways of doing things, such as asking what if..? questions and then looking for the answers. Being creative helps us to adapt and respond to a rapidly changing world. We dont know the challenges that the children we work with will grow up to face, but we do know that for them to meet these challenges they will need to be creative and imaginative. (Department for Education 2005)Children gain knowledge and develop with different learning styles, vi sual, auditory and kinesthetic, the outdoors environment reinforces this. Barnes argued that there are other important factors influencing creative development the teachers personal qualities the ethos of the school and the particular pedagogical style all impact on the learning of the child. (Barnes 2007). Creativity is about allowing individuals to follow their interests so that they become lost in a task or an idea. In relation to our group project the children could be encouraged to ask questions, collect materials to use within the class room and from this incorporating the findings into a scrapbook. Within the class room investigation this has a inviolable link with Design Technology and could include collages, paintings, designing, drama and other ways of developing their creative skills. The Excellence and Enjoyment Document supports this theory as Teachers found that when they actively planned for and responded to pupils creative ideas and actions, pupils became more curio us to discover things for themselves, were open to new ideas and keen to explore those ideas with the teacher and others. Promoting creativity is a powerful way of engaging pupils with their learning. (Department for Schools Children and Families 2003)Ofsted released documents in both 2004 and 2011 which concluded that many educational establishments recognised the importance of outdoors learning. Experience of the outdoors and natural state has the potential to confer a multitude of benefits on young peoples physical development, emotional and mental health and well being and societal development. (OFSTED 2004 pg17) It is commonly known that children enjoy being outside and exploring new experiences, the outdoor environment can be more than a place to burn off steam, with more educators and architects and designers embracing the ideas that outdoor play piazza provides chances for the highest level of development and learning. When used best, it can be a place for investigation, exploration and social interaction. (Child Care and Resource Unit, 2008). The Early Years Foundation Stage (2012) (EYFS) has also stated that young children need adults around them to value and enjoy the outdoors themselves in order to feel safe and secure, and this means there is a need for higher staff to child ratio allowing all children to attain the same support. In support of this it has been stated by Dillon et al (2006) that the revere and concern abouthealthandsafety is a main issue about using outdoor provisions freely and meeting school curriculum requirements and the time used meeting these targets. Dillion also stated that the amount of time used for outdoor learning were affected by the shortages of time, resources and support and the wider changes within and beyond the education sector, affecting teachers and pupils experiences of outdoor learning.Moyles discusses the issues of how teachers view outdoor learning the article researched into outdoor learning and it wa s suggested that Integrating indoor and outdoor teaching and learning experiences is less well developed. Outdoor experiences are passably problematic for some settings which have only very restricted or no outdoor facilities. The most effective practicians are able to develop creative ways of ensuring field trips to local parks and playgrounds (Moyles et al 2002 pg140) ideally both environments should the available simultaneously to the children through a seamless transmutation space and the children should be able to choose between indoor and outdoor spaces in free flow provision, which in turn allows children to make their own decisions building self development skills. This practise can also be used in relation to the curriculum and particularly Design Technology, as the variety of materials that can be collected and use differ greatly when looking at indoor and outdoor resources. The use of interactive communication technology can support all subjects, however with Design Tec hnology and the outdoors it can be part of the planned approach to outdoor learning and can add value to the outcomes for children and young people. Experiencesrecorded digitally, for example, can betaken back into the classroom and used to reinforce and go on expand on the experience itself. The EYFS states Outdoor learning complements indoor learning and is equally important. Play and learning that flow seamlessly between indoors and outdoors enable children to make the most of the resources and materials available to them and develop their ideas without unnecessary interruption. (EYFS Effective Practice Outdoor Learning 2007) The outdoor environment usually offers more freedom and space to move, allowing development of gross motor skills. This is vital for young children to develop their coordination, build muscle mass and experiment with moving their bodies. Research has shown that encouraging children to play outside may be a key way of increasing their levels of physical acti vity (Burdette, et. al., 2005). Gross motor skills can be developed better in the outdoors where there is space for children to move around as discussed by Parsons in his article, Young Children and genius Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design (2011).ConclusionOverall from the literature I have read and discussed in relation to the outdoors, integrated learning and Design Technology, it can be seen that both cross curricular and outdoor learning have positive and prejudicious aspects in childrens education, including safety precautions and child development. The outdoors can be seen to offer a perfect companion to provision indoors, used in addition to the outdoor environment as it enhances and extends what we are able to give children inside on the contrary it can be argued many settings do not get the opportunities to use the outdoors space appropriately (OFSTED 2004). Conversely I believe that even without adequate outdoor provision children can be taken outside the setting on walks and trips supported by EYFS (2012) Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a unremarkable basis.(DFES 2012)In summary children require a range of teaching techniques to ensure that they develop correct ways of thinking through problems and generally prepare them for the rest of their educational life. As can be seen the use of cross-curricular teaching and outdoor learning is a very useful way of promoting learning. By incorporating a topic which motivates and inspires the children (habitats and materials) into the childrens learning it allows them to make mental cognitive links and allows the children to develop problem solving, and also to develop the ability to make links between curricular subjects such as history, science, art, design and technology, literacy and geography. Promoting creati vity in learning provides a new dimension to the curriculum by arouse the children about a subject, which then goes on to develop strong links with the child and the possibilities of learning. Overall the links between cross-curricular activities, linked with local area studies and finally incorporating creative learning, all go to aid in improving the development of key techniques which a child needs for later life. In thinking about outdoor provision, the central idea that we must hold in our minds is that the outdoors is different to indoors, these differences are what make it special and important. As a professional I need to be clear about how the outdoors differs from the indoors, why children benefit from being outside and how the outdoors affects the ways in which young children learn. This thinking then gives us the key for what to provide and how to plan for the outdoor provision. The special nature of the outdoors fits the ways young children want to be, behave, learn an d develop in so many ways.From creating both research and the resource file as a group, I have developed an in-depth understanding of teamwork and the importance of working collaboratively drawing on my own skills and those of others. I have a firm understanding that I need a breadth of subject knowledge to make coherent links between subjects.In reflection from the Outdoor Learning Day and the resource file I have recognised as a practitioner the importance of getting to know the strengths of the team I would be working with and therefore being able to discuss and support each other. As I learnt from the Outdoor Learning Day an issue that was challenging was that of having a whole school doing a similar activity with a wide age range and ability levels.In conclusion to this assignment I believe that integrated learning in the early primary curriculum both indoor and outdoor environments should complement each other. As a teacher I should make valid links between topics and use a wi de variety of teaching techniques to enable children to meet all childrens needs helping them to develop and make progress at their own individual level.ReferencesBarnes, J. (2007) Cross-Curricular Learning 3-14. SBN-13978-0857020680 EditionSecond EditionBurdette, H., L., Witaker, R., C., (2005) Resurrecting free play in young children looking beyond fitness and fatness to attention, draw and affect, American Medical Association, www.archpediatrics.comCambridge Primary Review (2007) Children in primary schools research on development, learning, diversity and educational needsCarr M. May H. (2000). Te Whariki Curriculum voices. In H. Penn (Ed.) Early Childhood Services theory, policy and practice. Buckingham Open University Press.Craft, A. Cremin, T. Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In Craft,