Multiple Intelligences Differentiated Learning

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Multiple IntelligencesDifferentiated Learning

• EDUC 4454
• P/J Methods

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• The theory of Multiple Intelligences was
  developed by
• Dr. Howard Gardner.
• He suggests that intelligence, based on I.Q.
  testing, is far
• too limited.
• Instead, he proposes eight different
  intelligences.

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• These unique intelligences through which we are
  able to learn/teach new information and similar
  to our fingerprint, no two individuals have them
  in the same exact amounts.
• We focus most of their attention on linguistic
  and logical-mathematical intelligence.

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• We esteem the highly articulate or logical people
  of our culture.
• We should place equal attention on individuals
  who show gifts in the other intelligences.
• Unfortunately, many students who have these gifts
  dont receive much reinforcement for them in
  school.

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• Think about this
• each person is born with all the intelligences
• although each person may be born with a different
  capacity for a particular intelligence, each one
  can de modified
• EACH INTELLIGENCE CAN BE TAUGHT

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8 Ways of Knowing/Multiple Intelligences

• Bodily/Kinesthetic Body Smart
• Logical/Mathematical Number Smart
• Intrapersonal Myself Smart
• Visual/Spatial Picture Smart
• Verbal/Linguistic Word Smart
• Interpersonal People Smart
• Musical/Rhythmic Music Smart
• Naturalist Nature Smart

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• Which ones are your strength? Which ones do you
• need to further develop? Lets find out.
• Right click on the following link.
• Open the hyperlink.
• http//www2.bgfl.org/bgfl2/custom/resources_ftp/cl
  ient_ftp/ks3/ict/multiple_int/
• Take the test.

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• Verbal/Linguistic Intelligence
• the capacity to use language, to express what's
  on your mind and to understand other people
• any person for whom language is an important part
  of their work uses linguistic intelligence

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Verbal/Linguistic Strategies

• "Word Smart" students may enjoy
• writing letters, poems, stories, descriptions,
  slogans
• leading an oral discussion or debate
• creating audio tapes
• giving an oral presentation, verbal defense
• developing questions for, and conducting an
  interview
• keeping a journal or diary
• creating word games, doing storytelling or
  writing all types of humor/jokes
• working in small groups

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• Logical/Mathematical Intelligence
• the ability to use inductive and deductive
  reasoning, solve abstract problems and understand
  the complex relationships of mathematical
  reasoning and the scientific process
• (reasoning smart)
• the ability to manipulate numbers, quantities and
  operations, the way a mathematician does
• (number smart)

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Logical/Mathematical Strategies

• Math Smart" students may enjoy
• using abstract symbols, formulas and statistics
• doing logic/story problems/brainteasers
• analyzing data and using graphic organizers
• working with number sequences/patterns
• deciphering codes
• listing or organizing facts using charts
• creating or finding patterns
• hypothesizing/conducting an experiment

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• Visual/Spatial Intelligence
• the ability to represent the spatial world in
  your mind
• the ability to see in pictures

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Visual/Spatial Strategies

• "Art Smart" students may enjoy
• creating charts, posters, graphs, or diagrams
• creating a web page or power point project
• making a videotape or film
• creating/interpreting charts, graphs, etc.
• creating a collage
• designing a mind map/webs
• making a map
• study illustrations
• using color and shape to create something
• colour coding/highlighting

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• Musical/Rhythmic Intelligence
• the capacity to think in music
• to be able to hear patterns, recognize them and
  perhaps manipulate them

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Musical/Rhythmic Strategies

• "Music Smart" students may enjoy
• listen to/identify/react to sounds
• composing a melody, song, jingle, cheer
• changing the words to a song to help remember
  content
• writing poetry
• connecting learning to music
• choral reading
• using musical vocabulary as metaphors
• creating, designing, and building musical
  instruments
• incorporating environmental sounds into a project
  or presentation
• humming/background music

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• Bodily/Kinesthetic Intelligence
• the capacity to use your whole body or parts of
  your body (your hands, your fingers, your arms)
  to solve a problem, make something or put on some
  kind of production

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Bodily/Kinesthetic Strategies

• Body Smart" students may enjoy
• creating a dance or movement sequence
• role playing/mime
• using physical gestures to communicate an idea
• performing a skit, pantomime, charades, play
• using/making manipulatives
• making things/collections
• learning centres / labs
• frequent stretching and exercise breaks
• sports/games/field trips

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• Naturalist Intelligence
• the human ability to discriminate among living
  things (plants, animals)
• a sensitivity to other features of the natural
  world (clouds, rock configurations)

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Naturalist Strategies

• Nature Smart" students may enjoy
• using the outdoors as a classroom/field trips
• collecting and categorizing objects from nature
• using scientific equipment for observing nature
• initiating projects on the food chain, water
  cycle, or environmental issues
• joining an environmental/wildlife protection
  group
• having a terrarium/aquarium and plants in the
  classroom
• making collections of things from nature

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• Intrapersonal Intelligence
• having an understanding of yourself
• knowing who you are, what you can do, what you
  want to do, how you react to things, which things
  to avoid and which things to gravitate toward

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Intrapersonal Strategies

• "Self Smart" students may enjoy
• keeping a journal or diary
• setting personal goals
• describing his/her feelings about a subject
• evaluating his/her own work
• describing his/her personal strengths
• having silent reflection time
• working independently

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• Interpersonal Intelligence
• a person's capacity to understand the intentions,
  motivations and desires of other people
• the ability to work effectively with others

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Interpersonal Strategies

• "People Smart" students may enjoy
• cooperative learning strategies
• giving and receiving feedback
• group projects
• teaching someone else something new
  (tutors/buddies)
• learning from someone outside of school
• discussing other points of view
• creating  group rules
• acting in a play or simulation
• conducting an interview

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What does that mean for teachers?

• As teachers, we must
• use teaching strategies to better meet the needs
  of all of our students
• help all students understand their own unique
  talents and abilities as well as those possessed
  by their peers
• help all students identify and strengthen their
  learning modalities  

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• allow students to learn concepts through a
  variety of strategies 
• provide opportunities for students to express
• their knowledge of that content in numerous
• ways

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How to begin!

• The more approaches to a topic that a teacher
  offers, the more students he/she will reach!
• We all have preferred styles of learning and
  presenting our own knowledge.
• Look for possibilities and then decide what seems
  to be the most effective teaching or learning
  tools.

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• To get started, put the topic in the center of a
  blank sheet of paper, and draw eight straight
  lines or "spokes" radiating out from this topic.
• Label each line with a different intelligence.
  Then start brainstorming ideas for teaching or
  learning that topic and write down ideas next to
  each intelligence.
• Have fun! We can improve education by addressing
  the multiple intelligences of our students.