LEARNING APPROACHES


LEARNING INFORMED BY MI THEORY Teaching and learning that is informed by MI theory is: ■ inclusive in nature ■ takes a broad view of intelligence ■ and works towards teaching and assessing students using more than the two traditional styles of intelligence.


lower esteem and this in turn may impact their life outside


the classroom (8).


Needless to say it also means that the teaching institution may not be achieving the best it could achieve.


Offering wider learning opportunities allows students to utilise the intelligences that are most natural to them and which they are best at. As


the diversity of


students increases with people coming from a variety of social and cultural back-


grounds, an multiple intelligence approach is likely to become increasingly useful in embracing learners with strengths and weaknesses (6).


FROM THEORY INTO PRACTICE – TEACHING ANATOMY UTILISING MI THEORY Taking a case study of sports students enrolled on a musculoskeletal anatomy course, a continuum of learning experiences is more than likely to exist.


TABLE 1: OUTLINE OF IDEAS THAT COULD BE USED WITHIN AN ANATOMY CLASSROOM BASED ON GARDNER’S PROPOSED INTELLIGENCES.


Intelligence Linguistic


Activities in the anatomy classroom


■ Writing up a report or reflective journal ■ Reading textbooks and academic journals ■ Discussions ■ Presentations on a chosen system, joint, injury ■ Use of mnemonics to assist with memorisations


Logical mathematical


Musical Spatial


Bodily-kinaesthetic


■ Creating index cards to assist with studying ■ Ordering information into tables, flow charts ■ Critical thinking, diagnostics, developing hypotheses


■ Use of background music while engage in study activities ■ Use of rhythm or songs to assist with memorisation


■ Building the musculature on a mini-skeleton in clay ■ Taping ‘anatomy trains’ (9) onto a skeleton ■ Mind mapping, visualisations


■ Moving the body to anchor the kinesiology of the body ■ Using palpation and massage techniques to review surface anatomy


■ Drawing musculature on the body with face paints Interpersonal


■ Group work- enjoying the social aspect of teaming up with others to accomplish a learning activity eg. manikin building. ■ Discussion and study groups.


Intrapersonal


■ Working individually on projects eg. using computer software as a three dimensional learning tool from home computer. Self reflection.


Naturalistic


■ Developing self-study strategies. ■ Taking the work out into a natural setting - using movement outside eg. reviewing kinesiology during yoga or running activities.


■ Using classification as a skill eg. classifying muscles via origin, insertion and action.


Existential


■ Reading about the wonder and miracle of the body eg. Dean Juhan’s book, ‘Job’s Body’, the mind–body connection and psychoneuroimmunology (15).


www.sportex.net


These will be influenced by many factors such as the teacher’s preferred delivery style, experience and the institution’s resources. At the most traditional end of the continuum, students may learn solely via lectures, note taking and individual research (linguistic


intelligence). In


addition to lectures, some courses include lab time. These may include activities such as palpation and movement (body/kinaesthetic intelligence), the study of models, skeletons and diagrams (spatial intelligence) and have students working both individually and in groups thus positioning them somewhere mid-way on the continuum.


By using MI theory to inspire teaching in the classroom, the number and variety of activities are expanded so that the choice given to the students is increased. More emphasis is placed on the students understanding their learning preferences and accepting self-responsibility to navigate their way to achieve the learning outcomes.


Utilising clay Two of the teaching tools highlighted in Table 1 may be new to educators in the UK. The first of these involves students


Photo for Maniken (R) is with permission from Jon Zahourek


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