Key words and phrases
1. Process
2. Previous knowledge
3. Learner’s mental model
4. Cognitive theory: predict, create, analyze
5. Real world situations
6. Meaningful and active learning
7. Problem-solving

Our proposal is based on two theories about learning:

Constructivism

Definition
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences.

Principles of learning
What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as educators?

1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner’s engaging with the world.

2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.

3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands (Dewey called this reflective activity.)

4. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit.

5. Learning is contextual: we do not learn isolated facts and theories in some abstract land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. We cannot divorce our learning from our lives.

6. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner based on that learner's previous knowledge.

7. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them, try them out, play with them and use them.


Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This idea of motivation is conceived to include an understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us, even by the most severe and direct teaching.

Multiple Intelligences: a theory for everyone

“It’s not enough to have a good mind. The main thing is to use it well””
René Descartes, Discourse on Method.

Since the MI theory demonstrates that students can be smart in many different ways, teachers have been made aware of the various ways in which the same contents can be effectively presented.

Dr. Gardner, Co-Director of Project Zero and Professor of Education at Harvard University, derives his theory from extensive brain research on the development of human cognitive capacities. He concludes that intelligence is not one inborn fixed characteristic that is inherited and dominates all the skills and problem-solving abilities students possess. His research suggests that intelligence is centered in many different areas of the brain, which are interconnected, rely upon one another, can work independently if needed and can be developed with the right environmental conditions.

Gardner first proposes that all humans have at least seven areas of intelligence, each related to a specific area of the brain. Then he adds an eighth intelligence and is currently researching other possible intelligences such as the existentialist intelligence.

He defines “intelligence” as consisting of three components:
• The ability to create an effective product or offer a service that is valuable in one’s culture.
• A set of skills that enables an individual to solve problems encountered in life and make things.
• The potential for finding or creating solutions for problems, which enables a person to acquire new knowledge.

Gardner recognizes three main ways in which his theory can be used by educators. These are by:
1. Cultivating desired capabilities and talents in our students.
2. Approaching a concept, subject matter, or discipline in a variety of ways.
3. Personalizing education as we take human differences seriously.

The Multiple Intelligences

Verbal Linguistic Intelligence: consists of the ability to produce language to express and appreciate complex meanings.

Math-Logic Intelligence: Relates to the ability to reason deductively and inductively, calculate, quantify, recognize and manipulate abstract patterns and relationships.

Spatial Intelligence: Instills the capacity to create visual-spatial representations of the world and to transfer them mentally or concretely.

Musical Intelligence: Encompasses sensitivity to pitch, melody, rhythm and tone.

Bodily Kinesthetic Intelligence: Involves the ability to use your body to manipulate objects, convey ideas and emotions, to make things.

Interpersonal Intelligence: Refers to the capacity to understand and interact with others (recognize their motivations, intentions and goals).

Intrapersonal Intelligence: Entails the ability to understand one’s own emotions, goals, intentions and to plan and direct one’s life upon this knowledge.

Naturalistic Intelligence: Involves the capacity to recognize flora and fauna, to make distinctions in the natural world, to understand life cycles in nature and how nature interacts with civilization.

Existential Intelligence: It entails the ability to ponder the nature of existence.