It has been interesting to observe the reactions of both children and parents as we made this video. Everyone was asking where they can play this. The parents were excited, but skeptical that such a possibility could exist while the children were confident this was going to be amazing.
Each was not only excited to “be in a commercial video” but were asking for a release date so they could play.
I’m confident this generation will embrace this with open arms.
Help us build it!!
Beginning in the early 90’s Howard Gardner, out of Harvard, began to establish that intelligence is more than can be measured by an IQ test. For many this was a relief as they knew intelligence was present in either themselves or their children, but since it didn’t show up on an IQ test the individual was marginalized. (One explanation of Gardner’s research – http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html )
Gardner’s theory awakened parents and educators to the idea of leveraging one intelligence to learn in another. For example if your picture smart and you need to increase your literacy you could picture what you are reading (close your eyes and imagine the characters doing the action in the story). Or even stop and draw pictures of key parts of the story to help you better understand what is going on.
Here are the 8 postulated intelligences.
Picture – Visual/ Spatial – think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Body – Bodily/ Kinesthetic – use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Music – Musical – show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
People – Interpersonal – understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Self – Intrapersonal – understanding one’s own interests, goals. These learners tend to shy away from others. They’re in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Word – Linguistic – using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logic – Logical/ Mathematical – reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
Nature – Naturalistic – sense and appreciation of the natural world. These learners are observant and enjoy identifying and classifying things like plants, animals, or rocks. (If they live in the city, they may classify other things like CDs or what people wear). They love being outdoors and may be interested in gardening, taking care of pets, cooking or getting involved in ecological causes. They can be taught in and through nature by considering the patterns and cause/effect relationships that occur in the physical world.
Implications for our projects – Our project will make sure there are learning experiences in every basic game unit (Training Rooms and Mission). This will give our learners the chance to choose experiences in which they feel more comfortable and more intelligent.
You can find a couple of MI (Multiple Intelligence) assessments on our website http://trailheadenterprises.com/Our_Community.html
Situated Meaning –
James Gee builds on the concept of situated meaning; therefore I want to explore this a bit for our parents and educators who may be unfamiliar with this idea.
Literacy is more than just decoding words. It’s about making meaning of words and groups of words. However, words have different meaning depending on their situation. For example the word “WORK.” Let’s use this sentence, “Her work has been very influential.” How does one make sense of this word?
First we consider the domain or world it is being used in.
Domain 1 – Warehouse laborer
Work means the 8 hours of labor I give in order to survive and get home to lead my “real” life.
Domain 2 – Academic
Work means the efforts toward deeper understanding of ideas and could be thinking, reading, writing, teaching, etc.
Domain 3 – Physics Theorist
Work means the calculated value of a force over a distance and implies that no work is done if something isn’t moved.
Domain 4 – Relationships
Work means the emotional, physical, and psychological efforts to benefit a relationship with another person.
Thus to make meaning of the word “WORK,” I must first know the domain in which it is being used.
Second we must consider the specific context in that domain in which it is being used.
Let’s take the Academic domain.
Context 1 – Her Research
Work means the ideas she has developed through her research efforts.
Context 2 – A Specific Committee
Work means the leadership, time, and/or other efforts with the committee toward some end.
Context 3 – An Office Hours Tutor Session
Work means the individual discussion, questions, and explanations exchanged with a student in order to help them make sense of ideas.
Making meaning of a word is more than decoding it. One must situate it within a domain, a context, and the statement in which it is used. This is more complex that just learning words. Gee goes on to say that this kind of situated meaning experience is necessary to develop deeper literacy skills and can be found in games.