Multiple Intelligence: Meeting the Needs of All Students

1
Multiple IntelligenceMeeting the Needs of All
Students
2

• "I am 100 convinced that if I were to come back
  to Earth in 50 years, people would laugh at the
  idea of uniform education. -Howard Gardner

3
Definition

• At least eight ways that humans perceive and
  understand the world
• Theorized by Howard Gardner in 1983

4
All theories of learning purport the following

• . . . student brains are more than IQ and their
  skills span more than the Three Rs (Flick and
  Lederman 120)
• All students can learn
• It is important in education to celebrate all
  aspects of diversity, including the many ways
  students learn

5
Reasoning Behind Gardners Theory

• Individuals should be encouraged to use their
  preferred intelligences in learning.
• Instructional activities should appeal to
  different forms of intelligence.
• Assessment of learning should measure multiple
  forms of intelligence.
• 
  (Gardner)

6
Why the Attraction for Educators

• Helps to create more personalized lessons
• Helps explain and promote understanding (Owen)
• Helps promote self-motivation in students because
  learning is based on innate talents
• Validates teacher insights into their students

7
The Eight Established Intelligences
8
Naturalist Learners (the new intelligence)

• Sensitive to patterns in and connecting to nature
• Especially like animals and natural phenomena
• Suggestions for Teachers Be aware to changes in
  even minute details of the classroom environment,
  bring the outdoors in

9
Verbal-Linguistic Learners

• Sensitive to meanings, sounds and rhythms of
  words
• Especially like storytelling and creative writing
• Suggestions for Teachers activities such as
  dialogue writing, books on tape, word processing,
  newspaper activities, etc.

10
Logical-Mathematical Learners

• Sensitive to order and sequence
• Especially like problem solving, noting and
  creating patterns and experiments
• Suggestions for Teachers use of graphic
  organizers, showing relationships, computer
  instruction, syllogism, etc.

11
Visual-Spatial Learners

• Sensitive to visual cues and images
• Especially like day-dreaming and art
• Suggestions for Teachers using color,
  mind-mapping, manipulatives, etc.

12
Body-Kinesthetic Learners

• Sensitive to activity, athletics and physical
  gestures while talking
• Especially like role-playing, touching and
  feeling
• Suggestions for Teachers hands-on activities,
  manipulatives, use of textures, etc.

13
Musical-Rhythmic Learners

• Sensitive to singing, playing instruments,
  drumming
• Especially like the human voice, sounds from
  nature, instrumental music
• Suggestions for Teachers vary voice pitch
  during instruction, play music in the classroom,
  watch surrounding sounds for possible interference

14
Interpersonal Learners

• Sensitive to leadership opportunities, others
  feelings street smart
• Especially like helping others, peer tutoring,
  working cooperatively
• Suggestions for teachers group work,
  discussions, skits, etc.

15
Intrapersonal Learners

• Sensitive to their own feelings, personal
  motivation
• Especially like day-dreaming, working alone
  march to the beat of a different drummer
• Suggestions for Teachers designate quiet areas,
  independent practice, journals, etc.

16
How We Can Change
17

• According to Gardner,
• Successful education does not
• require covering everything
  from
• Plato to NATO. In fact, the
  greatest enemy of understanding is coverage. If
  we try to cover everything, by the end of the day
  people will have learned very little and will
  have understood nothing. As a teacher, ask
  yourself, If I had one hour (per semester) to
  teach students, what would I teach them?

18
The Impact on Schools

• We teach all children the way we have met the
  needs of the gifted in the past
• Move beyond traditional methods incorporate the
  other six intelligences in teaching, assessing
  and planning
• Teachers are better able to create more
  inclusive, affective and effective instruction
  (Owen)

19
Schools in the Future

• Movement toward Apprenticeships have students
  work closely with key individuals over an
  extended period of time in order for them to
  learns EXACTLY what a culture would like them to
  know someday teaching is primarily done through
  example

20

• Creation of Childrens Museums Students are
  afforded the opportunity to work with interesting
  topics at their own pace and in their own ways
  what theyve learned in school can be checked
  out through experimentation additional
  questions will naturally arise that can be
  brought back to the classroom and discussed
  further

21

• Focus on the End Result/What Students REALLY need
  to know upon leaving the formal learning
  environment
• Recognize that not all children will have an
  understanding of all traditional areas in
  todays world of information dissemination

22
The Really Important Things for Students to Know

• How to make use of accessible information
• How to use expertise
• How to become lifelong learners
• How to find out about the things they dont know
  but need to know

23
Success Stories
24
Works Cited

• Andrews, Roland H. Three Perspectives of
  Learning Styles. School Administrator. January
  1994. 511, pp/ 19.
• Flick, Lawrence B. and Norman G. Lederman.
  Popular TheoriesUnpopular Research. School
  Science and Mathematics. March 2003. 1033, pp.
  117-121.
• Gardner, Howard. Multiple Intelligences. TIP
  Database. Ed. Greg Kearsley. 1994-2006. George
  Washington University. 1 March 2006.
  http//tip.psychology.org/gardner.html.
• Reiff, Judith C. Bridging Home and School
  Through Multiple Intelligences. Childhood
  Education. Spring 1996. 723, pp. 164-166.

25
Works Cited (cont.)

• Wilson, Leslie Owen. The Eighth Intelligence
  Naturalistic Intelligence. Newer Views of
  Learning. The CELT Center. March 2005. 1 March
  2006. http//www.uwsp.edu/education/lwilson/index.
  htm.
• Wilson, Leslie Owen. Whats the Big Attraction?
  New Horizons for Learning. March 1998. New
  Horizons. 1 March 2006. http//www.newhorizons.o
  rg/strategies/mi/wilson1.htm.