Lecture and drill and skill would no longer be the driving force. Instead, a teacher would be able to choose an area of study, decide how to present that area of study with Gardner's frameworks, and present a variety of lessons to the students within a variety of formats with a variety of outcomes both in student product and in assessment. Now, with the popularity of the brain-based learning movement, there appears to be an effort to push all of the strides made from the MI model under the rug, or off center stage. With the advent of the new neuroscience, I would would suggest the following platform. Teachers and others concerned with the education of both children and adults would benefit from a clear understanding of the new neuroscience.
Humans learn in different ways, different styles, different combinations of ways and styles.
If in the educational process, direct wiring through the proper presentation methods could occur purposefully, effective learning would and could tae place. To that objective, the following short interview was recently conducted between Doris and one of her graduate school students, Melissa Newman. The use of linguistic intelligence is a given. Doris Sweeney has been teaching for 26 years in K-12 settings. She has taught in regular education and in special education settings.