Les intelligences multiples et la démonstration de la compréhension

Un intéressant article du projet New Horizons for Learning de la Johns Hopkins University School of Education présente une intéressante façon d’aborder les intelligences multiples en évaluation: Learning Celebrations are Authentic Assessments of Student Understanding (Reprinted with permission from INTELLIGENCE CONNECTIONS, Newsletter of the ASCD, Multiple Intelligences Network, February 2004, Volume XI, Number 3).

L’exemple qui supporte le propos est celui d’élèves du primaire invités à choisir l’une des 9 activités proposées pour mettre en œuvre une activité qui impliquera un public et qui permettra de démontrer la compréhension du contenu. Les enseignantes indiquent:

To demonstrate understanding we feel learners need to have choices so they can show evidence of their learning through the intelligence of their choice. To be a useful assessment, that learning should be applied in a setting that demonstrates genuine understanding.

We have discovered that some of the most meaningful moments in teaching and learning have occurred during these celebrations. When students have multiple choices in ways to demonstrate their knowledge, the evidence of their learning is more accurate. We wanted the students to actually become the experts through the learning process. This assessment isn’t just a fancy term for a presentation at the end of a unit. To actually engage in an authentic celebration is to witness a true display of student understanding.

Les activités proposées s’inspirent de la théorie des intelligences multiples de Gardner:

Watershed Presentation Choices

Choose one of the following ideas to implement which will involve an audience and demonstrate your understanding of content at a Watershed Conference session:


1. Construct a 3-dimension model of a watershed. Be prepared to give a sufficient definition of a watershed and an explanation of your design. This needs to be an intricate designreflecting new learning. Point out impacts of human development and the value of natural resources.


2. Design a set of ten survey questions about water as a natural resource. Ask at least ten adults to respond. Tally and analyze your results. Visually share your process and conclusions during your presentation.


3. Compose an instructional song about watersheds. Make sure this is a teaching song and you are providing new learning as well as fun. Create some hand movements or rhythms for group participation.

3B. Make a musical collage of songs that reflect the importance of natural resources and/or human impacts along watersheds. Be prepared to give background information to your audience.


4. Where does our wastewater go? Schedule a docent-led visit of LOTT, the water treatment plant for Thurston County. Prepare a list of questions to ask and take notes and photos as you go. Share your new information visually, (diagram? model?) explaining the water treatment process and interesting data you learn.


5. Choose an idea for a project or product that will show your understanding of watershed
concepts. Explain it to me for approval before you start. Think about implementing technology such as PowerPoint or digital photos into our conference presentation.


6. Write a guided imagery focusing on a biodiversity within a watershed or in a riparian zone. Make sure it has new information and learning within it to show you are an expert. Find appropriate music to play in the background as you engage your audience.


7. Construct ten math problems that provide us with watershed data that you think is valuable. Allow us time to solve your problems but explain to us your solutions and their significance to our conference.



8. With your parents, explore a section of a river or creek along your watershed. Use your senses and record your observations. Take pictures if you can. Share that data and your experience with the class.


9. Design and illustrate a watershed newspaper. Include both current events and informational articles on topics such as land use perspectives, water conservation, and water quality.

En plus de s’arrimer au style d’apprentissage de l’élève, cette façon d’aborder l’évaluation permet à l’élève de s’impliquer dans une activité qui l’intéresse et peut lui permettre d’exercer un certain jugement (quel type d’activité permet le mieux de rendre compte de ma compétence?). À ce sujet, je vous suggère l’article Laissez le choix.

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