Multiple Intelligences

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Multiple Intelligences

• John Sandars
• Medical Education Unit
• j.e.sandars_at_leeds.ac.uk

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History

• Harvard Project on Human Potential -
  1979
• Questioned the notion of intelligence
• Howard Gardner (1983) - Frames of Mind
• We are not all the same, we do not all have
  the same kinds of minds, and education works most
  effectively for most individuals if. . .human
  differences are taken seriously.

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• Intelligence is a biopsychological potential to
  process information that can be activated in a
  cultural setting to solve problems or create
  products that are of value in a culture (p34)
• Gardner H (1999) Intelligence reframed
  Multiple intelligences for the 21st century
  New York Basic Books

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• A CHART OF MULTIPLE INTELLIGENCES

http//expectumf.umf.maine.edu/
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Do MI exist?

• Child prodigies /autistic savants
• Neurology specific brain areas
• Evolutionary / Developmental psychology

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Applying M I theory

• Students who understand their own balance of
  multiple intelligences can
• Better manage their own learning
• Learn to value their individual strengths
• Teachers who apply M.I. theory can
• Provide more opportunities for students to
  cultivate their talents and improve their
  weaknesses
• Engage students with course material in ways that
  make sense to them

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Multiple Intelligences

• Verbal-linguistic
• Logical-mathematical
• Musical- rhythmic
• Bodily-kinesthetic
• Visual-spatial
• Interpersonal
• Intrapersonal
• .Naturalist /Spiritual /Emotional

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Multiple Intelligences

• Verbal -linguistic
• The ability to use language.
• These people can argue, persuade, entertain,
  or instruct through the spoken or written word.

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Multiple Intelligences

• Logical-mathematical
• The ability to see the intelligence of numbers
  and logic, ability to handle chains of reasoning
  and to recognise patterns and order.
• These people think in terms of cause and
  effect and can create and test hypotheses.

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Multiple Intelligences

• Musical -rhythmic
• Sensitivity to pitch, melody, rhythm, and tone.
  
• These people can sing in tune, keep time to
  music and listen to musical selections with
  discernment

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Multiple Intelligences

• Bodily-kinesthetic
• The ability to use the body skillfully and
  handle objects adroitly.
• These are hands-on people with good tactile
  sensitivity.

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Multiple Intelligences

• Visual -spatial
• The ability to perceive the world accurately and
  to recreate or transform aspects of that world.
• These people often have acute sensitivity to
  visual details, can draw their ideas graphically,
  and can orient themselves easily in 3-D space

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Multiple Intelligences

• Interpersonal
• The ability to understand people and
  relationships. These people can perceive and
  respond to moods, temperaments, intentions, and
  the desires of others.

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Multiple Intelligences

• Intrapersonal
• The ability to access one's emotional life as
  a means of understanding oneself and others.
• These people can easily access their own
  feelings, discriminate among different emotional
  states, and use this to guide their own lives.

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What is YOUR Multiple Intelligences profile?
Questionnaires - wwww.businessballs.com
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Teaching Through Multiple Intelligences

• Providing multiple pathways to learning!

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Todays learners

• Digital
• Connected
• Experiential
• Immediate
• Social
• gt gt Learning preferences
• Teams, peer-to-peer Engagement
  experience Visual kinesthetic

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Second year medical students Sandars
Homer Autumn 2007
Multiple Intelligence (Learning preferences) Number of students scoring highest on each intelligence (n178) Percentage of all students scoring highest on each intelligence (n178)
Linguistic 25 14.0
Logical Mathematical 20 11.2
Musical 50 28.1
Bodily-Kinaesthetic 94 52.8
Spatial-Visual 16 9.0
Interpersonal 85 47.8
Intrapersonal 17 9.6
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Learning with M I

• Devise some learning tasks that use the
  following intelligencies
• Verbal-linguistic
• Logical-mathematical
• Musical- rhythmic
• Bodily-kinesthetic
• Visual-spatial
• Interpersonal
• Intrapersonal

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Teaching Through Multiple Intelligences

• Using technology to enhance learning

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Learning with M I

• Devise some technology learning tasks that use
  the following intelligencies
• Verbal-linguistic
• Logical-mathematical
• Musical- rhythmic
• Bodily-kinesthetic
• Visual-spatial
• Interpersonal
• Intrapersonal

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How can you use M I ?

• Verbal-linguistic
• Discussion (class or small group)
• Debate (material covered in class)
• Writing Assignments (stories or essays)

• Blogs / Wikis
• Discussion Boards
• Instant Messaging
• (Asynchronous/ Synchronous)

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How can you use M I ?

• Logical-mathematical
• Patterns (notice underlying patterns)
• Graphs (pictorial documentation of data)
• Experiments and Laboratories

• Projects
• Web quests

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How can you use M I ?

• Musical-rhythmic
• Listening to Music (beginning or during class)
• Songs (relating to content that increases
  material retention)
• Composing (writing lyrics or music)

• Podcasts
• (listen / create)
• Digital stories /
• You Tube projects
• (soundtrack)

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How can you use M I ?

• Podcasts
• Digital stories
• Flickr /You Tube projects
• Action mazes

• Bodily-kinesthetic
• Role-Play (act out a situation)
• Construction (make something)

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How can you use M I ?

• Visual-spatial
• Diagrams
• Concept Mapping (links learned material through a
  visual aide)
• Board/Card Games
• Visual Arts (drawing, painting, or collage)

• Digital stories
• Flickr / You Tube projects
• Action Mazes

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How can you use M I ?

• Blogs/Wikis
• Web quests
• Podcasts
• Digital stories
• Flickr/You Tube proejects

• Interpersonal
• Group Work
• Collaboration Projects
• Peer Tutoring
• Discussions

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How can you use M I ?

• Intrapersonal
• Journaling (reflection)
• Keeping records of activities, progress, and
  learning experiences
• Relate world issues to personal values

• Blogs /Wikis
• Podcasts
• Digital stories
• Flickr / You Tube projects

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Curriculum Content
Personalised Learning
Teaching and Learning Strategies
Assessment for Learning
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Ninety-two students (60.9) obtained grades A or
B for the written reflective learning assessment
BUT Statistically significant
higher linguistic and interpersonal intelligence
scores (independent t-tests
t2.39, df149, p0.018, and t2.49, df149,
p0.014)
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Advantages of creative assignments
Creative assignments can engage students by using
their multiple intelligences to enhance their
understanding of the subject. New approaches
to standard material can help prevent plagiarism.
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