joe lilly, chelsea rothman, aisher woestman, adam baker, and joe hoffman
TRANSCRIPT
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Gardner’s Multiple IntelligencesJoe Lilly, Chelsea Rothman, Aisher Woestman, Adam Baker, and Joe Hoffman
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Howard Gardner• Parents originally from
Nurnberg in Germany in 1938
• Born in Scranton, Pennsylvania in 1943
• Any childhood activities that may have been considered “risky” were limited• Intellectual & creative
endeavors were encouraged.
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Gardner (cont.)• Education
• Attended a prep school in Kingston, PA
• Later went onto study at Harvard University.• Wanted to study law• Eric Erickson, a tutor, encouraged
Gardner to be scholar• Interest in Phycology grew, graduated
with summa cum ladde honors• PhD completed in 1971, dissertation
was on style sensitivity on children
• Project Zero• Research team at Harvard on arts
education• Provided Gardner a place to explore
his interest in human cognition• Frames of Minds (1983), Gardner’s
first full description of his theory on multiple intelligence
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Definition/ History
• What is this theory? • “Documents the
extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways." –Howard Gardner
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Multiple Intelligence Test
• http://www.infed.org/thinkers/gardner.htm
• http://www.literacyworks.org/mi/assessment/findyourstrengths.html
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Linguistic• Begins early childhood• Young, avid readers• Creative writers• Sensitive towards sounds, rhythms,
meanings of words, and different functions of language
• Sensitive to spoken and written language
• Accomplishes goals through language
• Express themselves rhetorically or poetically
• Remembers information using written or spoken language the best
• Writers, Poets, Lawyers, Speakers• In the classroom: Podcasts, Essay
type assignments
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Musical• Earliest intelligence to develop• Skilled in performing, composing,
and appreciating musical patterns• Has the capacity to recognize and
compose pitches, tones, and rhythms
• Likes melodies and music• Might study with music playing in
the background• Might play an instrument• Notices sounds in the
environment• Developmental crisis at some
point • In the classroom: Synthesize
information by making a song or music video
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Logical/ Mathematical• Excellent problem
solving skills• Enjoys conducting
scientific experiments• Good at solving
complex computations• In the classroom:
Assignments with clear processes and procedures/ strict guidelines
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Spatial• Enjoys reading and writing• Good at putting puzzles
together• Recognizes patterns easily• Enjoys visual arts
(drawing, painting, etc.)• Good at interpreting
charts, graphs, and pictures
• In the classroom: Constructing models, drawing diagrams
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Bodily-Kinesthetic• Proficient at dancing or
sports• Enjoys creating things
with their hands• Excellent physical
conditioning• Learns better by doing,
rather than hearing or seeing
• In the classroom: Hands on lab experiences, student models
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Interpersonal• Accessed with social
interaction. • Often empathetic and
possess many friends. • Learn through
interactions with others and form relationships with them that are congruent to learning.
• In the classroom: Group Projects & collaborative work assignments
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Intrapersonal• Governs the most
independent learners. • Have a great deal of
understanding about themselves and their motivations.
• In tune with their inner-feelings and communicate their needs and opinions especially well.
• In the classroom: Independent research projects, critical assessment questions
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Naturalistic• Keen and discerning
awareness of various types of life and sustainability of life
• May possess a “green thumb”
• Can readily and naturally observe and engage in seasonal and life changes
• In the classroom: Organizing and classifying information. Venn Diagrams/ Graphic Organizers
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References• http://www.infed.org/thinkers/gardner.htm• http://www.ijea.org/v2n4/index.html• http://expectumf.umf.maine.edu/musical.html• http://psychology.about.com/od/
educationalpsychology/ss/multiple-intell_3.htm