Objects!

Salt cellar, Norwegian design. Who would use this object? Where would it be used? What can we infer about the user of this object? What questions do you have?


What do we see all around us? Objects! What is a powerful teaching and learning tool? Objects! We are learning to use objects to introduce a concept, capture learner's interest, and teach supporting ideas. My group is working with the concept of "pieces and the whole - inside and outside the body". When planning object-based displays, less is more. In our gallery walks, we saw space is a precious commodity. Every object needs to earn the right to its space. Does the object convey more than one idea? Is the idea clear to others, not just to the display planner? Today, we will build our table-top display using amazing museum objects from the lending collection. Exciting! I can see many classroom applications for object-based lessons. At the museum, we were shown boxes that contained an activity designed for independent learning. The theme is clearly and simply marked on the box. Everything in the box has its place so things can be put back properly. The orderliness invites the learner to explore and enjoy while treating the objects with respect. Directions are clear and simple. I envision creating learning boxes for sewing construction techniques and for different aspects of Foods and Nutrition - BMI index? Nutrients? What else?

Object-based learning has cognitive and constructionist roots while addressing multiple intelligences. The participant gains knowledge by interacting with the object and the accompanying information. He is constructing knowledge and perhaps identifying misconceptions by seeing the object in its context and making connections to his prior knowledge. He is able to use various multiple intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Gardner, 1983). Object-based learning is engaging, interesting, fun and has solid theoretical basis.

Gaarner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.