Overall objectives:

1 - Reflecting on the new emerging paradigms of education;
2 - Knowing how to define and characterize the different multiple intelligences proposed by Howard Gardner;
3 - Know and be able to explain the education model defended by theorists IM.
4 - Knowing the different intervention programs based on the theory of Multiple Intelligence;
5 - Able to adapt and implement intervention programs based on the theory of Multiple Intelligence;
6 - Being able to build new forms of appropriate evaluation of projects under study.

Syllabus:

1 - New educational paradigms
1.1 - Epistemology, science and interdisciplinarity
1.2 - The Education of current needs
2 - Theory of Multiple Intelligences
2.1 - Definition of intelligence
2.2 - Criteria for the definition of an intelligence
2.3 - The different types of intelligence: definition and characterization
2.4 - Implications of IM in education
2.5 - Principles that must underpin assessment
3 - The model "Teachinf for Understanding" (Tfu)
3.1 - Definition of understanding
3.2 - Model components:
3.2.1 - Generative topics
3.2.2 - Centered objectives in understanding
3.2.3 - Performances of understanding
3.2.4 - Assessment step by step
4 - Projects based on IM
4.1 - Project Spectrum
4.2 - Project Zero
4.3 - Other projects
5 - Construction based intervention projects in the IM models

Literature/Sources:

Ferreira, A., Guisande, M. A., Almeida, L. , 2009 , Inteligência - Perspectivas Teóricas , Coimbra: Edições Almedina
Gardner, H. , 1993 , Frames of the mind: The theory of multiple intelligences , New York: Basic Books
Gardner, H. , 1991 , The unschooled mind: How children think and how schools should teach , New York: Basic Books
Gardner, H. , 1995 , Inteligencias múltiplas. La teoria en la prática (Vol. 29) , Barcelona: Paidós
Gardner, H. , 1999 , The disciplined mind: What all students should understand , New York: Simon Schuster
Gardner, H., Kornhaber, M. &, Winner, E. , 2013 , Work, and Life: A Festschrift on the Occasion of Howard Gardner?s 70th Birthday , New York: CreateSpace Independent Publishing Platform
Krechevsky, M. , 1994 , Project spectrum. , Cambridge : Harvard Project Zero
Moraes, M. C. , 2002 , O paradigma educacional emergente , São Paulo: Papirus
Morin, E. , 2004 , Os sete saberes para a educação do futuro , Lisboa: Edições Piaget

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Expository method, group discussion and practical work. Audiovisual and computer resources. In the evaluation there will be the active participation of the students. (1) Construction of an Intervention Program in MI. Group work of 2/3 elements (written presentation + oral presentation. 45%); (2) Learning Portfolio (2- individual work - written + oral presentation. The oral component cannot be recovered in an exam. 45%); (3) Student participation in the tasks proposed in class (10%) not recoverable in exam Final average: 1st (45%) + 2nd (45%) + 3rd + 3rd (10%)