Multiple Intelligences

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Multiple Intelligences and Learning Styles
Paul Lamontagne Palmer Trinity School Miami
Florida US Fullbrighter 2005-2006 Instituto
Nacional, Santiago
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Students want Teachers who... explain the lesson
well. Students want teachers who
Teachers want Students who... come prepared to
class. Teachers want students who
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The Role of the Teacher Teacher centered
classroom (lecture, notes test) Student centered
classroom (cooperative learning paired
acTivities, rubrics assessment)
Sage on the Stage vs. Guide on the Side"A good
teacher knows when to act as Sage on the Stage
and when to act as a Guide on the Side. Because
student-centered learning can be time-consuming
and messy, efficiency will sometimes argue for
the Sage. When students are busy making up their
own minds, the role of the teacher shifts. When
questioning, problem-solving and investigation
become the priority classroom activities, the
teacher becomes a Guide on the Side."
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In 1956, Benjamin Bloom headed a group of
educational psychologists who developed a
classification of levels of intellectual behavior
important in learning. Bloom found that over 95
of the test questions students encounter require
them to think only at the lowest possible
level...the recall of information. Bloom
identified six levels within the
cognitive domain, from the simple recall or
recognition of facts, as the lowest level,
through increasingly more complex and abstract
mental levels, to the highest order which is
classified as evaluation. Verb examples that
represent intellectual activity on each level are
listed here.
Bloom's Taxonomy
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Bloom's Taxonomy

• 1.Knowledge arrange, define, duplicate,
  label, list, memorize, name, order, recognize,
  relate, recall, repeat, reproduce, state.
• 2. Comprehension classify, describe, discuss,
  explain, express, identify, indicate, locate,
  recognize, report, restate, review, select,
  translate, 3. Application apply, choose,
  demonstrate, dramatize, employ, illustrate,
  interpret, operate, practice, schedule, sketch,
  solve, use, write.

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Bloom's Taxonomy
4. Analysis analyze, appraise, calculate,
categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test. 5.
Synthesis arrange, assemble, collect, compose,
construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set
up, write. 6. Evaluation appraise, argue,
assess, attach, choose, compare, defend,
estimate, judge, predict, rate, core, select,
support, value, evaluate.
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Teachers' Corner Comprehension using Bloom's
Taxonomy

• Many students are directed to read classroom
  assignments for the purpose of answering factual
  questions. This type of reading for literal
  comprehension is often emphasized because of the
  ease and equity of evaluation.The emphasis is
  limiting because many students do not develop a
  personal attachment to books they read. They do
  not see reading as a bridge to their
  imaginations, a way to understand how others live
  their lives, or a method to gain
  self-understanding and evaluation.
• Questions that teachers ask can have a greater
  and more diverse purpose than just the simple
  recall of facts. If this can be accomplished, it
  is likely that students will place a higher value
  on reading, continue to turn to it for pleasure
  and as a resource, and will establish it as a
  life-long habit

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Goldilocks and the Three Bears

• Develop questions that reflect the progression of
  thinking. Not all levels need to be developed for
  every selection. Consider a range that will lead
  the student to the greater purpose of reading.
• Each level of Bloom's original taxonomy has been
  illustrated the story of Goldilocks and the Three
  Bears was used for general understanding.

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Comprehension Bloom's Taxonomy
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Goldilocks and the Three Bears

• Once upon a time there were three bears the
  mother bear, the father bear and the baby bear
  who lived in a house in the woods.
• One morning the mother bear made porridge for
• breakfast. When the three bears sat at the table
• to eat, they found that the porridge was too hot.
  
• "Let's go for a walk to the river," the mother
  bear
• said. "The porridge will be cool enough to
• eat when we return." So off they went.
• Nearby, Goldilocks was walking in the woods.
• "I've been walking such a long time, and I'm
  tired
• and hungry," Goldilocks said. Just then
  Goldilocks
• saw the three bear's house. "Maybe there is
  something to
• eat in there," Goldilocks said, and went inside.
• Goldilocks saw the food on the table, and decided
  to try it.
• First Goldilocks tried the father bear's porridge
  but it was
• too hot. Then Goldilocks tried the mother bear's
  porridge
• but it was too cold. But the baby bear's porridge
  was just right,
• and Goldilocks ate it all up.

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Goldilocks and the Three Bears

• "My goodness I'm sleepy," Goldilocks said
  entering the bedroom. Goldilocks sat on the
  father bear's bed, but it was too hard.
  Goldilocks then sat on the mother bear's bed, but
  it was too soft. The baby bear's bed was just
  right, and Goldilocks fell asleep there.
• In a short while the three bears returned
• from the river. "Someone's been eating my
• porridge!" said the father bear. "Someone's been
  eating
• my porridge too!" said the mother bear."
  Someone's been
• eating my porridge, and they at it all up!" cried
  the baby
• bear. They looked around the house to find who
  had
• done this. When they looked in the bedroom they
  saw
• Goldilocks asleep on baby bear's bed. Just then
• Goldilocks woke up, saw the three bears and
  screamed.
• The three bears tried to catch Goldilocks, but
  Goldilocks
• ran out of the woods and all the way home.
• The End.

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Goldilocks and the Three Bears

• Knowledge
• the recall of specific information
• -Who was Goldilocks? Where did she live? With
  whom?
• -What did her mother tell her not to do?

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Goldilocks and the Three Bears

• Comprehension
• an understanding of what was read
• -This story was about __________. (Topic)
• -The story tells us ________. (Main Idea)
• -Why didn't her mother want her to go to the
  forest?
• -What did Goldilocks look like?
• -What kind of girl was she?

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Goldilocks and the Three Bears

• Application
• the converting of abstract content to concrete
  situations
• -How were the bears like real people?
• -Why did Goldilocks go into the little house?
• -Write a sign that should be placed near the edge
  of the forest.
• -Draw a picture of what the bear's house looked
  like.
• -Draw a map showing Goldilocks house, the path
  in the forest, the bear's house, etc.
• -Show through action how Goldilocks sat in the
  chairs, ate the porridge, etc.

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Goldilocks and the Three Bears

• Analysis
• the comparison and contrast of the content to
  personal experiences
• -How did each bear react to what Goldilocks did?
  How would you react?
• -Compare Goldilocks to any friend. Do you know
  any animals (pets) that act human?
• -When did Goldilocks leave her real world for
  fantasy? How do you know?

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Goldilocks and the Three Bears

• -Synthesis
• -the organization of thoughts, ideas, and
  information from the content
• -List the events of the story in sequence.
• -Point out the importance of time sequence words
  by asking What happened after Goldilocks ate the
  Baby Bear's porridge? What happened before
  Goldilocks went into the forest? What is the
  first thing she did when she went into the house?
• -Draw a cartoon or stories about bears. Do they
  all act like humans? Do you know any other
  stories about little girls or boys who escaped
  from danger?
• -Make a puppet out of one of the characters.
  Using the puppet, act out his/her part in the
  story.
• -Make a diorama of the bear's house and the
  forest.

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Goldilocks and the Three Bears

• Evaluation
• the judgment and evaluation of characters,
  actions, outcome, etc., for personal reflection
  and understanding
• -Why were the bear's angry with Goldilocks?
• -Why was Goldilocks happy to get home?
• -What do you think she learned by going into that
  house?
• -Do you think she will listen to her mother's
  warnings in the future? Why?
• -Do parents have more experience and background
  than their children?
• -Would you have gone in the bear's house? Why or
  why not?
• -Do you think this really happened to Goldilocks?
  Why?
• -Why would a grown-up write this story for
  children to read?
• -Why has the story of Goldilocks been told to
  children for many, many years?

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Howard Gardner's Theory of Multiple Intelligences
Thus far Gardner's work suggests nine
intelligences. He speculates that there may be
many more yet to be identified. Time will tell.
These are the paths to children's learning
teachers can address in their classrooms right
now.
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Verbal /Linguistic word smart
VERBAL/LINGUISTIC These children demonstrate
strength in the language arts speaking, writing,
reading, listening. These students have always
been successful in traditional classrooms because
their intelligence lends itself to traditional
teaching.
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Verbal/Linguistic Book Smart
Books on Tape Blogs Interactive
journals Mad Libs Fill in interactive forms
with parts of speech to
create wacky stories Create your own crossword
www.puzzlemaker.com www.crosswordpuzzlegames.com P
lay Scrabble on line www.scrabble.com GAMES
Scrabble, Boggle, Outburst, Scattergories,
Trivial Pursuit, Upwards
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MATHEMATICAL/LOGICAL - children who display an
aptitude for numbers, reasoning and problem
solving. This is the other half of the children
who typically do well in traditional classrooms
where teaching is logically sequenced and
students are asked to conform. .
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Logical/mathematical Numbers reasoning
smart
Math Mania http//csr.uvic.ca/!mmania work on
unsolved problems in mathematics Mathematics
Archives http//archives.math.utk.edu www.msichica
go.org Virtual Visits
Museum of Science and Industry Popular Science
Online www.popsci.com Science Magazine on line
http//sciencemag.org GAMES Bingo, Clue,
Connect Four, Yahtzee Where in the World is
Carmen Sandiego?
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• VISUAL/SPATIAL
• children who learn best visually and organizing
• things spatially. They like to see what you are
• talking about in order to understand. They enjoy
  charts,
• graphs, maps, tables, illustrations, art,
  puzzles, costumes
• anything eye catching.

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Visual/Spatial Picture smart
Clip art photography www.kodak.com Cinemani
a http//cinemania.msn.com Reviews the latest
film releases, interviews, polls Artists
resource www.number9.com databases on artists
and how to display ones art work on the site
Computer software Tetris, 3D Home Architect,
Adobe Photo, VideoWave GAMES TicTacToe,
Battleship, Pictionary, Stratego
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Charades
BODILY/KINESTHETIC - children who experience
learning best through activity games, movement,
hands-on tasks, building. These children were
often labeled "overly active" in traditional
classrooms where they were told to sit and be
still!
Jeopardy
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Bodily/Kinesthetic Body smart
TPR Total Physical Response method
(Blaine Ray) activities where students move
around the room Computer software Active
Software, Flight Simulator, arcade games,
sports software, Legos Science Toolkit GAMES
Guesstures, Jenga, Twister
TPR
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INTRAPERSONAL - children who are especially in
touch with their own feelings, values and ideas.
They may tend to be more reserved, but they are
actually quite intuitive about what they learn
and how it relates to themselves.
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Intrapersonal People smart
Association for the Study of Dreams
www.ASDreams.org Focusing Institute
www.focusing.org activities where students
discuss and respond to how they learn
best Computer software What color is your
parachute? Career Finder, Cosmopolitan Virtual
Makeover, Emotional IQ test, Personality Test,
Myst, Riven GAMES Careers, Life, Risk, True
Colors
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INTERPERSONAL children who are noticeably
people oriented and outgoing, and do their
learning cooperatively in groups or with a
partner. These children may have typically been
identified as "talkative" or " too concerned
about being social in a traditional setting
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Interpersonal Self mart
Community service tutoring Amnesty
International Peace Corps www.peacecorps.gov Com
puter software mail list programs, Family Tree
Maker, electronic versions of board games on
line, GAMES Family Feud, Ouija, Scruples, Life
Stories
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MUSICAL/RHYTHMIC children who learn well
through songs, patterns, rhythms, instruments
and musical expression. It is easy to overlook
children with this intelligence in traditional
education.
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Musical/ Rhythmic Music smart
Library of Musical Links www.wco.com/jrush/music
Computer software Desktop Sheet Music,
Interactive Guitar, Teach Me Piano,
Exploratorium (Music literature tutors) GAMES
Encore, (Name-that-Song Game) Simon, Song Burst
(Complete-the Lyric Game)
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NATURALIST children who love the outdoors,
animals, field trips. More than this, though,
these students love to pick up on subtle
differences in meanings The traditional
classroom has not been accommodating to these
children
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Naturalist Nature smart
National Audubon Society www.audubon.org National
Geographic Society www.nationalgeographic.com The
Nature Company www.natureco.com/index.html
Sierra Club www.sierraclub.org
Existential existence smart
Association for Research and Enlightment
www.are-cayce.com Association for Transpersonal
Psychology www.igc.org/atp Foundation for Mind
Research www.jeanhouston.org/foundation.html Insi
ght Meditation Society www.dharma.org/ims.htm
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EXISTENTIALIST children who learn in the
context of where humankind stands in the "big
picture" of existence. They ask "Why are we
here?" and "What is our role in the world?"
This intelligence is seen in the discipline of
philosophy.
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Bibliography (information adapated from)
http//surfaquarium.com/MI/ http//members.shaw.c
a/priscillatheroux/teacherrole.html http//surfaq
uarium.com/MI/overview.htm http//www.thomasarmst
rong.com/multiple_intelligences.htm http//www.ke
nt.k12.wa.us//KSD/MA/resources/blooms/blooms.html
http//www.teachers.ash.org.au/teachereduc/indexT
E.html http//www.ldpride.net/learningstyles.MI.h
tm
Email plamontagne_at_palmertrinity.org