Adapt instruction to the child rather than having the child adapt to the instruction.

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Adapt instruction to the child rather than having
the child adapt to the instruction.
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The theory of Multiple Intelligences serves as a
template for constructing strategies for student
success.
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Theory of Multiple Intelligences

• The question is not, How smart are you?
• Rather, it is, How are you smart?

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Why Multiple Intelligences?

• Increased variety (students/ teachers)
• Higher level skills
• Potential for all students

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Why Multiple Intelligences

• positive learning tone
• increased student participation
• greater student achievement

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How can I determine the learning styles of my
students?

• self-report instruments
• analysis of students work
• teacher observation

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Theory of Multiple Intelligences

• Allows instructors to link objectives to
• words (VERBAL/LINGUISTIC)
• numbers or logic (LOGICAL/MATHEMATICAL)
• pictures(VISUAL/SPATIAL)
• music (RHYTHMIC/MUSICAL)

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Theory of Multiple Intelligences

• the body (KINESTHETIC)
• social interaction (INTERPERSONAL)
• personal experience (INTRAPERSONAL)
• physical world (NATURALIST)

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Learning and Emotion The best teachers know that
kids learn more readily when they are emotionally
involved in the lesson because emotion drives
attention, which drives learning and
memory. Robert Sylwester, Ed. Leadership, March
1997
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Interpersonal and intrapersonal intelligences are
the integrators and synthesizers of the other
intelligences.
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Intrapersonal Characteristics

• Has a deep awareness of inner feelings,
  strengths, weaknesses
• Displays a sense of independence, strong will,
  self-direction
• Reacts with strong opinions
• Prefers own, private inner world
• Motivates self
• Marches to the beat of a different drummer
• Is strongly intuitive
• Prefers individual interests, hobbies, or projects

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Intrapersonal Lead-ins

• I do my best when...
• My goal this week is...
• I prefer because...
• My major concern with is...

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Interpersonal Characteristics

• Enjoys interacting with people
• Socializes at schools, home, or work
• Has many friends
• Organizes, communicates, sometimes manipulates
• Learns best by relating and cooperating
• Serves as the Family Mediator during disputes
• Displays empathy for the feelings of others
• Responds to the moods and temperaments of others

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Interpersonal Establishing Classroom Expectations

• What do you expect from your teacher?
• What do you expect from your classmates?
• What do you expect from yourself?

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Interpersonal importance

• ...unless people enjoy, in the main, good human
  relationships, they can neither be educated nor
  educate themselves.
• Everett Reimer, 1972
• School Is Dead

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Bodily-Kinesthetic Characteristics

• Learns best by moving around, touching, or acting
  things out
• Processes knowledge through bodily sensations
• Moves, taps, twitches, or fidgets while sitting
• Engages in physical activities can become
  accomplished
• Performs fine and gross motor tasks skillfully
• Likes to touch people when talking to them
• Demonstrates skill in a craft that uses the hands
• Enjoys hands-on, manipulatives, role-playing,
  simulations, competitive sports, and action
  stories

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Bodily/Kinesthetic Vocabulary Words

• Product Definition of new words
• Problem Learn new words through movement
• Cooperative groups
• Actors - each member of the group
• Director
• Coach
• All members rehearse together after word has been
  taught

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Estimation Line-UP

• Students estimate the answer to a problem
• Line up - lowest to highest
• Fold line in half
• Discuss and record strategies
• Partners report each others strategies
• List strategies

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Walking Tour Activator

• Post quotes, problems, concepts, pictures around
  the room
• Tour groups of 3-4 review posters for 2-5 minutes
• Respond to reaction prompts this means... this
  reminds us of... we are confused
  by...advantages/disadvantages of this are... this
  may cause...
• Discuss responses...then read, solve, etc.

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Musical/Rhythmic Characteristics

• Sensitive to a variety of sounds in the
  environment
• Plays a musical instrument and/or enjoys music
• Remembers melodies of songs
• Can tell when a musical note is off key
• Can relax with music on or when studying or
  working
• Collects records, tapes, CDs
• Sings songs
• Keeps time rhythmically to music
• Hums or whistles tunes to him/herself

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Visual/Spatial Characteristics

• Thinks in images and pictures
• Likes to draw, paint, sculpt, participate in arts
  activities
• Reports clear visual images when thinking about
  something
• Easily reads maps, charts, and diagrams
• Draws accurate representations of people or
  things
• Likes to see movies, slides, or photographs
• Can do jigsaw puzzles and mazes
• Engages in daydreaming

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Graphic Organizers

• KWL, KTW
• Venn Diagram
• Matrix
• Attribute Web
• T-Chart
• PMI Chart
• 5 W article organizer

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Logical/Mathematical Characteristics

• Explores categories, patterns, and relationships
• Computes arithmetic problems quickly
• Enjoys using computers, especially data base and
  spreadsheet
• Able to group, order, analyze, and interpret data
• Solves problems through logical reasoning
• Plays checkers and strategy games to win
• Enjoys working on logical puzzles
• Devises experiments to test out things that
  arent easily understood

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Linguistic/Verbal IntelligenceCharacteristics

• Likes to read
• Has highly developed auditory skills
• Tells tales, jokes, stories
• Has a good memory for names, places, dates,
  trivia
• Enjoys writing
• Enjoys speaking to groups
• Readily uses a word processor
• Spells accurately and easily
• Likes crossword puzzles, word games

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Word Splash Activator

• Teacher creates word splash prior to book, movie,
  speaker, lecture, field trip.
• Students (individual or group) make predictions
  for each item.
• Read, listen, watch, visit.
• Share predictions.
• Revise predictions for accuracy.

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When planning a lesson, ask the right questions.

• Linguistic How can I use the spoken or written
  word?
• Logical-Mathematical How can I bring in
  numbers, calculations, logic, classifications, or
  critical thinking?
• Spatial How can I use visual aids,
  visualization, color, art, metaphor, or graphic
  organizers?
• Musical How can I bring in music or
  environmental sounds, or set key points in a
  rhythm or melody?

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Asking the right questions

• Bodily-Kinesthetic How can I involve the whole
• body, or hands-on experiences
• Interpersonal How can I engage students in peer
  
• or cross-age sharing, cooperative learning, or
  
• large-group simulation?
• IntrapersonalHow can I evoke personal feelings
• or memories, or give students choices?

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First grade student speaking to Pat
Cunningham You know what I like best about this
school? Nothing lasts too long.