MULTIPLE INTELLIGENCES

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MULTIPLE INTELLIGENCES

• How smart we are doesnt much
• matter, but how we are smart
• really counts.

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Definition

• This theory of human intelligence, developed by
  psychologist Howard Gardner, suggests there are
  at least seven (now eight) ways that people have
  of perceiving and understanding the world.
  Gardner labels each of these ways a distinct
  "intelligence"--in other words, a set of skills
  allowing individuals to find and resolve genuine
  problems they face.

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• Gardner defines an "intelligence" as a group of
  abilities that
• Is somewhat autonomous from other human
  capacities, Has a core set of information-process
  ing operations, Has a distinct history in the
  stages of development we each pass through, Has
  plausible roots in evolutionary history.

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MI Theory

• Multiple Intelligences theory is based on
  high-tech observations of the brain and what is
  going on inside as people perform different
  tasks. Each intelligence, with the exception of
  Naturalist, operates in a different part of the
  brain. These intelligences deal with how the
  brain processes information and uses it to solve
  problems or produce products.

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• If students are having difficulty processing
  information using one intelligence, providing
  inquiries or activities that focus on a different
  intelligence will activate a different part of
  the brain. Moving from intelligences where
  students show strength to those in which they
  struggle will help build their capacity to solve
  problems across all curricular areas.

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Logical-Mathematical Intelligence

• consists of the ability to detect patterns,
  reason
• deductively and think logically. This
  intelligence is most often associated with
  scientific
• and mathematical thinking.

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Linguistic Intelligence

• involves having a mastery of language. This
  intelligence includes
• the ability to effectively manipulate language to
  express oneself rhetorically or poetically.
• It also allows one to use language as a means to
  remember information.

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Visual / Spatial Intelligence

• gives one the ability to manipulate and create
  mental images in order to solve problems. This
  intelligence is not limited to visual domains.
  Gardner notes that spatial intelligence is also
  formed in blind children.

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Musical Intelligence

• encompasses the capability to recognize and
  compose musical pitches, tones, and rhythms.
  (Auditory functions are required for a person to
  develop this intelligence in relation to pitch
  and tone, but it is not needed for the knowledge
  of rhythm.)

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Bodily-Kinesthetic Intelligence

• is the ability to use one's mental abilities to
  coordinate one's own bodily movements. This
  intelligence challenges the popular belief that
  mental and physical activity are unrelated.

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Interpersonal Intelligence

• is the ability to notice and make distinctions
  among other individuals and, in particular, among
  their moods, temperaments, motivations, and
  intentions.

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Intrapersonal Intelligence

• is the ability to distinguish and identify
  various personal thoughts and feelings and to use
  them to understand one's own behavior

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Ecology / Environmental

• is the ability to discern similarities and
  differences and make classifications among the
  living organisms in ones environment

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• Although these intelligences are different from
  each other, they rarely operate separately from
  each other. And each individual can have more
  than one intelligence and more developed
  intelligence than others.

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How Multiple Intelligences Impact Learning

• Curriculum Traditional schooling heavily favors
  the verbal-linguistic and logical-mathematical
  intelligences. Gardner suggests a more balanced
  curriculum that incorporates the arts,
  self-awareness, communication, and physical
  education.

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• Instruction Gardner advocates instructional
  methods that appeal to all the intelligences,
  including role playing, musical performance,
  cooperative learning, reflection, visualization,
  story telling, and so on.

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• Assessment This theory calls for assessment
  methods that take into account the diversity of
  intelligences, as well as self-assessment tools
  that help students understand their intelligences.

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A Love Story

• 1. put the pictures in order before you read the
  story.
• 2.read the story and check your guesses.
• 3.write a possible ending to the story.

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• 4.guess how the story ends
• a) the man cant write a poem on their
  anniversary an they separate.
• b) Pat finds out about and falls in love with the
  computer.
• c) The computer writes poems for their wedding
  anniversary and then destroys itself.

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Act out

• Now choose a character from the story and act the
  story with other characters.

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• Thank you