Multiple Intelligences in the Classroom

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Multiple Intelligencesin the Classroom
Bringing Literature to Life

• By Thomas Armstrong

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Eight Ways of Learning
Children who are highly THINK LOVE NEED
Verbal-Linguistic in words reading, writing, telling stories, playing word games books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories
Logical-Mathematical by reasoning experimenting, questioning, figuring out logical puzzles, calculating materials to experiment with, science materials, manipulatives, trips to the planetarium and science museums
Spatial-Mechanical in images and pictures designing, drawing, visualizing, doodling art, LEGOS, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums
Bodily-Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning
Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening sing-along time, rips to concerts, music playing at home and school, musical instruments
Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying friends, groups games, social gatherings, community events, clubs, mentors/apprenticeships
Intrapersonal in relation to their needs, feelings and goals setting goals, meditating, dreaming, planning, reflecting secret places, time alone, self-paced projects, choices
Naturalist through nature and natural forms playing with pets, gardening, investigating nature, raising animals, caring for planet earth access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glass, binoculars)
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Eight Ways of Teaching
Intelligence Teaching Activities Teaching Materials Instructional Strategies
Verbal-Linguistic lectures, discussions, word games, storytelling, choral reading, journal writing books, tape recorders, word processors, stamp sets, books on tapes read about it, write about it, talk about it, listen to it
Logical-Mathematical brain teasers, problem solving, science experiments, number games, mental calculation,, critical thinking calculators, math manipulatives, science equipment, math games quantify it, think critically about it, put it in a logical framework, experiment with it
Spatial-Mechanical visual presentations, art activities, imagination games, mind-mapping, metaphor, visualization graphs, maps, videos, LEGO sets, art materials, optical illusions, camera, picture library see it, draw it, visualize it, color it mind-map-it
Bodily-Kinesthetic hands-on learning, drama, dance, sports that teach, tactile activities, relaxation exercises building tools, clay, sports equipment, manipulatives, tactile learning resources build it, act it out, touch it, get a gut feeling of it, dance it
Musical rhythmic learnings, rapping, using songs that teach tape recorders, tape collection, musical instruments sing it, rap it, listen to it
Interpersonal cooperative learning, peer tutoring, simulations, community involvement, social gathering board games, party supplies, props for role plays teach it, collaborate on it, interact with respect to it
Intrapersonal individualized instruction, independent study, options in course of sturdy, self-esteem building self-checking materials, journals, materials for projects connect it to your personal life, make choices with regard to it, reflect on it
Naturalist nature study, ecological awareness, care of animals plants, animals, naturalists tools, (e.g. binoculars), gardening tools connect it to living things and natural phenomena
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Blooms Taxonomy
Competence Skills Demonstrated
Knowledge observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application use information use methods, concepts, theories in new situationssolve problems using required skills or knowledge Questions Cues apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
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Blooms Taxonomy Multiple Intelligences(Ecology
Unit Local environment-trees in your
neighborhood)
Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation
Verbal-Linguistic memorize names of trees explain how trees receive nutrients give description of tree diseases, suggest cause of each disease describe how each part of a tree functions in relation to the whole write a paper describing the life cycle of a tree rate different methods of controlling tree growth
Logical-Mathematical remember number of points on specific leaves convert English to metric in calculating height of tree given height of smaller tree, estimate height of larger tree analyze materials found in sap residue given weather, soil etc. chart projected growth of a tree rate different kinds of tree nutrients based on data
Spatial-Mechanical remember basic configurations of specific trees look at diagrams of trees and tell what stages of growth they are in use geometric principles to determine height of tree draw cellular structure of tree root create a landscape plan using trees as a central feature evaluate practicality of different landscape plans
Bodily-Kinesthetic identify tree by the feel of the bark given array of tree fruits, identify seeds given type of local tree, find an ideal place for planting create different parts of tree from clay gather all materials needed to plant a tree evaluate the quality of different kinds of fruit
Musical remember songs that deal with trees explain how old tree songs came into being change the lyrics of an old song to reflect current issues classify songs by issue and historical period create your own tree song based on information in this unit rate songs from the best to worst and give reasons for your choices
Interpersonal record responses to the question, What is your favorite tree? determine the most popular tree in class by interviewing others use survey results to pick location for field trip to orchard classify kids into groups according to favorite tree arrange a field trip to orchard by contacting necessary people rank three methods to ask others about tree preference
Intrapersonal remember a time you climbed a tee share the primary feeling you had while up in the tree develop tree climbing rules based on your own experience divide up your experience into beginning, middle and end plan a tree climbing expedition based on you past experience explain what you liked best and least about your experience
Naturalist learn to discriminate different tree leaves by sight explain how other living beings benefit from trees create a system for classifying different tree leaves analyze the function of a given tree in terms of the larger ecosystem plan an approach for protecting specific trees in your neighborhood evaluate which trees in your neighborhood are most eco-valuable
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Blooms Taxonomy Multiple Intelligences(Unit___
__________________________________________________
____________)
TeacherWorksheet
TeacherWorksheet
Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation
Verbal-Linguistic
Logical-Mathematical
Spatial-Mechanical
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
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Multiple Intelligence Planning Questions
Logical-MathematicalHow can I bring in numbers,
calculations, logic, classifications, or critical
thinking skills?
Verbal LinguisticHow can I use the spoken or
written word?
Spatial MechanicalHow can I use visual aids,
visualization, color, art, or metaphor?
NaturalistHow can I incorporate living things,
natural phenomena, or ecological awareness?
MusicalHow can I bring in music or environmental
sounds, or set key points in a rhythmic or
melodic framework?
Objective
IntrapersonalHow can I evoke personal feelings
or memories, or give students choices?
Bodily-KinestheticHow can I involve the whole
body or use hands-on experiences?
InterpersonalHow can I engage students in peer
sharing, cooperative learning, or large group
simulation?
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Multiple Intelligence Planning Questions
TeacherWorksheet
TeacherWorksheet
Logical-Mathematical
Verbal Linguistic
Spatial Mechanical
Musical
Naturalist
__________
Intrapersonal
Bodily-Kinesthetic
Interpersonal