| 2010年8月Harvard大学Project Zeroが主催したFuture of Learningに参加しました。････････ 石渡圭子（元横浜国立大学国際社会研究院准教授）当研究会主席研究員が感想文を送って下さいました。 ハーバード教育学部がどのような方向に向いているのかが窺い知れる面白い内容になっておりますので、是非ご一読頂ければと思います。 Future of Learning.ｐｄｆ |
| This article was wrote by David Howland who contiributed it to ASCD Muliplle Intelligences Network Intelligence Connections (Volume 16,August 17, 2009). If you have a further interest to ASCD MI network, please write to Dr. Thomas Hoer at trhoerr@newcityschool.org. MI in Japan MI as a Curriculum Unifier By David Howland I teach in the elementary division of a small international K-12 school in Yokohama, Japan. The school is undergoing a great deal of transition now, and when I arrived at the start of this academic year, it was apparent to me that the curriculum required the most immediate attention. Naturally, MI came to mind as the most direct and efficient way to join together rather disparate elements of our students' learning experience. As it stood, there were texts for the core academic subjects math and language arts, but there were only guidelines in the form of precedents set the previous school year for special subjects like music, art and physical education. There was in place, however, the International Primary Curriculum (IPC), an MI-based program for integrating learning, particularly-but not exclusively-science and social studies. This was my point of departure for integrating my curriculum. Using the IPC as a pivotal point, I began to align all our subjects with the program, not only thematically, but with an eye to activities that reflected MI learning. I made sure to include a variety of MI approaches to the concepts and skills my students needed to know. For instance, my students not only studied the parts of a butterfly, they also learned about design and color schemes from wing patterns as they made their own butterflies and interpreted migration patterns through movement activities. They not only added and subtracted fractions, but they learned musical notation, took musical dictation and learned about the division of a musical measure and phrase. They mimed and acted math story problems and learned about the human muscular system during swimming class.and art class. They loved it. They never quite knew what was coming next, and they enjoyed that sensation. I enjoyed the curriculum design with the knowledge that I was "wilding the tame" (in the words of Harvard University's Project Zero director David Perkins) with peace of mind that my classroom was a tapestry of consistent and colorful fibers, both enjoyable and pedagogically sound. Whenever I questioned my own design and direction, I had only to look to Gardner and Armstrong for answers. Whenever I questioned the quality of my students' learning, I had only to look into their portfolios for proof of what they knew and how they knew it. And whenever a colleague, parent or administrator asked me what was happening in my classroom, there were samples of learning activities everywhere in the room for them to experience. The school year is in its final moments, and as I reflect on how I pulled it together, I am more indebted to MI than ever before. My plan for the immediate future is to extend the design of this year as a framework for learning throughout the school. With the help the school community and colleagues in the Japan Multiple Intelligences Society (JMIS), this is a very attainable goal. ************************ David Howland is an arts-based learning specialist, a professional musician, and a composer. He currently lives in Japan and works at Yokohama International Christian Academy. He is an avid traveler and collector of musical instruments. He attended Project Zero in 2004 and is active in the Japan MI Society. He can be reached at expressunltd@hotmail.com. |
| 2009年3月30日（月）・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 日本英語教育学会（JELES）第39回年次大会が早稲田大学で開催され, “Multiple Intelligencesと英語教育”について講演をしました。 （Japan MI Society会員石渡圭子） |
| 2007年3月 ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 名古屋大学大学院『メディアと文化』第3号（国際言語文化研究科メディアプロフェショナルコースのメディア研究論文ジャーナル）に「コミュニケーションにおける理解」と題し2003年〜6年の上條の講義概要を寄稿しました。Harvard Graduate School of Education Project Zeroが開発したフレームワーク（理論的枠組み）の幾つかを組み合わせて、メディアの世界に応用したものです。 （Japan MI Society会員 上條雅雄） |