Multiple Intelligences

College Preparatory

General

Special Education

Vocational

Adapt instruction to the child rather than having the

child adapt to the instruction.

Howard Gardner

The theory of Multiple Intelligences serves as a template for constructing

strategies for student success.

Theory of Multiple Intelligences

The question is not, “How smart are you?”

Rather, it is, “How are you smart?”

Why Multiple Intelligences?

Increased variety (students/teachers)

Higher level skills Potential for all students

Why Multiple Intelligences

positive learning tone increased student participation greater student achievement

How can I determine the learning styles of my students?

teacher observation

self-report instruments

analysis of students’ work

Theory of Multiple Intelligences VERBAL/LINGUISTIC LOGICAL/MATHEMATICAL VISUAL/SPATIAL RHYTHMIC/MUSICAL KINESTHETIC INTERPERSONAL INTRAPERSONAL NATURALIST

Learning and Emotion

The best teachers know that kids learn more readily when they are emotionally involved in the lesson because emotion drives attention, which drives learning and memory.

Robert Sylwester, Ed. Leadership, March 1997

Interpersonal and intrapersonal intelligences are the integrators

and synthesizers of the other intelligences.

Intrapersonal Characteristics

Has a deep awareness of inner feelings, strengths, weaknesses

Displays a sense of independence, strong will, self-direction Reacts with strong opinions Prefers own, private inner world Motivates self Marches to the beat of a different drummer Is strongly intuitive Prefers individual interests, hobbies, or projects

Intrapersonal intelligence involved knowledgeof internal aspects of the self such as feelings,

the range of emotional responses, thinking processes, self-reflection, and a sense of or

intuition about spiritual realities. Intrapersonal intelligence allows you to be conscious of your

consciousness. Self-image and the ability to transcend the self are part of the functioning of

intrapersonal intelligence.

Intrapersonal Ideas Grapple with the moral issues raised by

Spanish conquest of the Aztecs by acting as jurors in a hypothetical trial of Hernan Cortez

Experience the sting of discrimination during a simulation of a “separate but equal” classroom in the American south in the 1950s

Examine personal convictions of right and wrong during a recreation of the hysteria surrounding McCarthyism

Create their own Student Bill of Rights as they struggle to define their individual rights in a society governed by the rule of law.

Interpersonal Characteristics

Enjoys interacting with people Socializes at schools, home, or work Has many friends Organizes, communicates, sometimes manipulates Learns best by relating and cooperating Serves as the “Family Mediator” during disputes Displays empathy for the feelings of others Responds to the moods and temperaments of others

Interpersonal intelligence involves the abilityto work cooperatively in a group and the ability

to communicate, verbally and nonverbally, with other People. It builds on the capacity to notice

contrasts in moods, temperament, motivations,and intentions among other people. Those withhighly developed interpersonal intelligence canhave genuine empathy for another’s feelings,

fears, anticipations, and beliefs. Counselors, teachers, therapists, politicians, salespeople, and religious leaders

usually have strong interpersonal intelligence

Interpersonal Ideas:

Working in groups, students are given key passages from the writings of Marco Polo and Ibn-Batuta to incorporate into travel brochures designed to encourage traders to use the Silk Road between Europe and China

A group of student assume the perspective of some societal group – feminists, fashion models, advertising executives, university sociologists – and meet for a panel discussion with other groups about the changing image of women in the American media from the 1950s to the present.

Assume the roles of historical figures to recreate a 1776 town meeting to determine whether or not the colonists should declare independence.

Interpersonal importance

“...unless people enjoy, in the main, good human relationships, they can neither be educated nor educate themselves.”

– Everett Reimer, 1972

– School Is Dead

Bodily-Kinesthetic Characteristics Learns best by moving around, touching, or acting things

out Processes knowledge through bodily sensations Moves, taps, twitches, or fidgets while sitting Engages in physical activities; can become accomplished Performs fine and gross motor tasks skillfully Likes to touch people when talking to them Demonstrates skill in a craft that uses the hands Enjoys “hands-on”, manipulatives, role-playing,

simulations, competitive sports, and action stories

Body-kinesthetic intelligence is the ability to use the bodyto express emotion (as in dance and body language), to

play a game (as in sports), or to create a new product(as in devising an invention). Learning by doing has

long been recognized as an important part of education.Our bodies know things our minds don’t and can’t know in

any other way. People such as actors, clowns and mimes demonstrate the endless possibilities for using the body to

know, understand, and communicate in ways that touch the human spirit.

Bodily/Kinesthetic Ideas:

Students create a “living statute” commemorating some aspect of daily life in Constantinople

Recreate life on the assembly line by drawing a small part of a picture over and over against until they feel the fatigue, stress, and boredom of factory production

Act out what they see in a picture

Estimation Line-UP

Students estimate the answer to a problem Line up - lowest to highest Fold line in half Discuss and record strategies Partners report each other’s strategies List strategies

Walking Tour Activator Post quotes, problems, concepts, pictures around

the room Tour groups of 3-4 review posters for 2-5 minutes Respond to reaction prompts: this means... this

reminds us of... we are confused by...advantages/disadvantages of this are... this may cause...

Discuss responses...then read, solve, etc.

Musical/Rhythmic Characteristics

Sensitive to a variety of sounds in the environment Plays a musical instrument and/or enjoys music Remembers melodies of songs Can tell when a musical note is off key Can relax with music on or when studying or working Collects records, tapes, CDs Sings songs Keeps time rhythmically to music Hums or whistles tunes to him/herself

Musical-rhythmic intelligence includes such capacities as the recognition and use of rhythmic and tonal patterns,

and sensitivity to sounds in the environment, the human voice, and musical instruments. Of all forms of

intelligence identified, musical-rhythmic intelligence has the greatest “consciousness altering” effect on the brain. Music calms you when you are stressed, stimulates you

when you are bored, and helps you attain a steady rhythm during such tasks as typing and exercising. It has

been used to inspire religious beliefs, to intensify national loyalties, and the express great loss or intense

joy.

Musical/Rhythmic Ideas:

Listen to West African songs to understand how music is used to commemorate an event and express emotion, and then create commemorative music of their own

Analyze the lyrics and music of Civil War songs to discover different perspectives held by Northerners, Southerners and African Americans

View slides of immigrants on the transatlantic voyage to the United States, they make sounds as the creaking of a boat, the clanging of a steering mechanism, and the howling of wind and waves.

Visual/Spatial Characteristics

Thinks in images and pictures Likes to draw, paint, sculpt, participate in arts activities Reports clear visual images when thinking about

something Easily reads maps, charts, and diagrams Draws accurate representations of people or things Likes to see movies, slides, or photographs Can do jigsaw puzzles and mazes Engages in daydreaming

Visual-Spatial intelligence deals with such things as the visual arts (including painting, drawing, and

sculpture), navigation, map-making, and architecture, all of which involve the use of space and knowing how

to get around. Games such as chess and marbles, which require the ability to visualize objects from

different perspectives and angles, are also included. The key sensory base of this intelligence is the sense of sight, but the ability to form images and pictures in the

mind is also involved.

Visual/Spatial Ideas:

Create a physiographic map of Latin America showing key bodies of water, rivers, mountains, flatlands and canyons

Create visual metaphors representing the relationship between the US and the USSR during the Cold War

Analyze a series of Allied and Central Power propaganda posters from World War I by looking for political distortion

Graphic Organizers

Venn Diagram Matrix Attribute Web T-Chart Cluster Charts 5 W article organizer

Logical/Mathematical Characteristics

Explores categories, patterns, and relationships Computes arithmetic problems quickly Enjoys using computers, especially data base and

spreadsheet Able to group, order, analyze, and interpret data Solves problems through logical reasoning Plays checkers and strategy games to win Enjoys working on logical puzzles Devises experiments to test out things that aren’t easily

understood

Logical/Mathematical intelligence is most often associated with what is called scientific thinking or

deductive reasoning: the ability to observe and understand details as part of a general pattern. Inductive thought processes are also involved, such as the ability to make objective observations, and, from the observed data, to draw conclusions, to make judgments, and to

formulate hypothesis. Logical-mathematical intelligence involves the capacity to recognize patterns,

to work with abstract symbols, and to discern relationships and see connections.

Logical/Mathematical Ideas:

Given geographic data about a particular location in the United States, student are told to create a city on that site

Place the date key inventions were created in Chinese history along a time line

Graph and analyze various indicators of the United States’ rise to industrial prominence

Linguistic/Verbal IntelligenceCharacteristics Likes to read Has highly developed auditory skills Tells tales, jokes, stories Has a good memory for names, places, dates, trivia Enjoys writing Enjoys speaking to groups Readily uses a word processor Spells accurately and easily Likes crossword puzzles, word games

Linguistic intelligence is responsible for the production of language and all the complex possibilities that

follow including poetry, humor, storytelling, grammar, metaphors, similes, abstract reasoning, symbolic

thinking, impromptu speaking, verbal debate, conceptual patterning, and the written word.

Linguistic intelligence is awakened by the spoken word, by reading someone’s ideas about poetry, by writing one’s own ideas, thoughts or poetry, and by listening to a speech, lecture or group discussion.

Linguistic/Verbal Ideas:

Write a dialogue between Patriots and Loyalists detailing the tensions between the American colonies and Great Britain

Read haiku about the experiences of Japanese-Americans interned during World War II

Discuss Islamic contributions to the world in the fields of medicine, engineering and astronomy

Word Splash Activator

Teacher creates word splash prior to book, movie, speaker, lecture, field trip.

Students (individual or group) make predictions for each item.

Read, listen, watch, visit. Share predictions. Revise predictions for accuracy.

When planning a lesson, ask the right questions. Linguistic: How can I use the spoken or

written word? Logical-Mathematical: How can I bring in

numbers, calculations, logic, classifications, or critical thinking?

Spatial: How can I use visual aids, visualization, color, art, metaphor, or graphic organizers?

Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or melody?

Asking the right questions

Bodily-Kinesthetic: How can I involve the whole

body, or hands-on experiences?Interpersonal: How can I engage students in peer

or cross-age sharing, cooperative learning, or

large-group simulation? Intrapersonal:How can I evoke personal feelings

or memories, or give students choices?

A Private Universe

Principles of Learning

Learning is not necessarily an outcome of teaching

What students learn is influenced by their existing ideas

Progression in learning is usually from the concrete to the abstract

Principles of Learning

People learn to do well only what they practice doing

Effective learning by students requires feedback

Expectations affect performance