bloom's taxonomy and applying the 8 intelligences in teaching
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8/7/2019 BLOOM'S TAXONOMY AND APPLYING THE 8 INTELLIGENCES IN TEACHING
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What is it?
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Gardner·s
EIGHT INTELLIGENCES
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Blooms Taxonomy
http://www.off iceport.com/edu/blooms.htm
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Verb Examples Associated with Each
Activity
Knowledge: arrange, def ine, duplicate, label,
list, memorize, name, order, recognize, relate,
recall, repeat, reproduce state.
C omprehension: classify, describe, discuss,
explain, express, identify, indicate, locate,
recognize, report, restate, review, select,
translate.
Multiple Intelligences in the Classroom, pg 41-42
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Verb Examples Associated with Each
Activity
A pplication: apply, choose, demonstrate,dramatize, employ, illustrate, interpret,operate, practice, schedule, sketch, solve, use,
write. Analysis: analyze, appraise, calculate,
categorize, compare, contrast, criticize,
diff erentiate, discriminate, distinguish,examine, experiment, question, test.
Multiple Intelligences in the Classroom, pg 41-42
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Verb Examples Associated with Each
Activity
Synthesis: arrange, assemble, collect,
compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare,
propose, set up, write.
Ev aluation: appraise, argue, assess, attach,
choose compare, def end estimate, judge,
predict, rate, core, select, support, value,
evaluate
Multiple Intelligences in the Classroom, pg 41-42
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Multiple Intelligences
Eight Ways of TeachingIntelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Linguistic Lectures,
discussions,
word games,
storytelling,
journalwriting
Books, tape
recorders,
stamps sets,
books on tape
Read about it,
write about it,
listen to it
Teaching
through story
telling
Logical-
Mathematical
Brain teasers,
problem solving, science
experiments,
mental
calculations,
number games,
critical thinking
Calculators,
mathmanipulatives,
science
equipment,
math games
Quantify it,
think criticallyabout it, put it
in a logical
framework,
experiment
with it
Socratic
questioning
Multiple Intelligences in the Classroom, pg 41-42
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Multiple Intelligences
Eight Ways of TeachingIntelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample Teacher
Presentation
Skill
Spatial Visual
presentations,
art activities,
Imagination
games,
visualization,
metaphor
Graphs, maps,
videos, art
materials,
cameras,
pictures, library
See it, draw it,
visualize it,
color it, mind-
map it
Drawing, Mind-
mapping
concepts
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 itout, touch it,
get a gut
f eeling of it,
dance it
Using gestures,dramatic
expressions
Multiple Intelligences in the Classroom, pg 41-42
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Multiple Intelligences
Eight Ways of TeachingIntelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher
Presentation
Skill
Musical Rhythmic
learning,
rapping, using
songs that
teach
Tape recorder,
tape collection,
musical
instruments
Sing it, rap it,
listen to it
Using voice
rhythmically
Interpersonal Cooperative
learning, peer tutoring,
community
involvement,
social
gatherings,
simulation
Board games,
party supplies,props for role
plays
Teach it,
collaborate on it, interact
with respect to
it
Dynamically
interacting withstudents
Multiple Intelligences in the Classroom, pg 41-42
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Multiple Intelligences
Eight Ways of TeachingIntelligence Teaching
Activities
Teaching
Materials
Instructional
Strategies
Sample
Teacher Pres
Intrapersonal Individualized
instruction,
independent
study, options
in course of
study, self
esteem
building
Self checking
materials,
journals,
materials for
pro jects
Connect it to
your personal
lif e, make
choices with
regard to it,
reflect on it
Bringing f eeling
into
presentation
Naturalist Nature study,ecological
awareness,
care of animals
Plant, animals,naturalists
tools,
gardening tools
Connect toliving things
and natural
phenomena
Linking subjectmatter to
natural
phenomena
Multiple Intelligences in the Classroom, pg 41-42
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Can we be more than one?Can we be more than one?
YES!
Although the intelligences are anatomically separated from each other,Gardner claims that the eight intelligences very rarely operateindependently.
Rather, the intelligences are used concurrently and typically complement eachother as individuals develop skills or solve problems.
For example, a dancer can excel in his art only if he/she hasFor example, a dancer can excel in his art only if he/she has
strong musical intelligence to understand the rhythm and variations of the music
bodily-kinesthetic intelligence to provide him with the agility and coordination to
complete the movements successfully
interpersonal intelligence to understand how he can inspire or emotionally move hisaudience through his movements
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Emotional intelligence
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The End.