Charity
James
Needs Polarities |
Summary
KEY COMPONENTS
OF THEORY:
- The
needs of adolescents fall into key polarities: the need
to need/the need to be needed, the need to move inwards/the
need to affect the outer world, the need for routine/the
need for intensity, the need for myth and legend/the need
for fact, the need for stillness/the need for activity,
the need for separateness/the need for belonging.
IMPLICATIONS
FOR LEARNING:
- Adolescent
learners stay engaged when their emotional, physical and
intellectual needs are being addressed.
IMPLICATIONS
FOR TEACHING:
- Teaching
should be individualized to meet student needs. When teachers
recognize, understand and meet the needs of adolescents,
students will enjoy learning and be more productive. When
needs are met, communication gaps and problems are reduced.
For further
reading and information, please read Charity James' article
On the Needs of Adolescents
(in PDF format). Also, please review a
revision of this article completed by students at Capital
Breakthrough, led by Matthew Ross.
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Howard
Gardner
Multiple Intelligences |
Summary
KEY COMPONENTS
OF THEORY:
- There
are eight and a half (8.5) discrete "intelligences"
or cognitive disciplines: body/kinesthetic, logical/mathematical,
musical/rhythmic, verbal/linguistic, visual/spatial, interpersonal,
intrapersonal, naturalist, existentialist.
IMPLICATIONS
FOR LEARNING:
- Different
people have different latural affinities for a style or
approach. The more aspects of the various intelligences
are incorporated in presentation of material, the more that
can be learned and remembered.
IMPLICATIONS
FOR TEACHING:
- Teachers
need to be aware of how different learning styles can be
used as a way to measure the "whole person" rather
than the small part of intelligence represented by IQ tests.
Teachers need to address as many of the intelligences as
possible through differentiated teaching.
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