multiple intelligences are the three multiple intelligences visions? 1. teaching with intelligences...

Multiple IntelligencesMultiple Intelligences

Presented By

David Noyes

Our RoadmapOur Roadmap……....

What are Multiple Intelligences?

What is the history behind Multiple Intelligences?

What are the three Multiple Intelligences Visions?

What are the characteristics of each intelligence?

How do we effectively address Multiple Intelligences in

our classrooms?

What are some ideas and activities for integrating

Multiple Intelligences in the classroom?


• A celebration of uniqueness and diversity in

our students

• A way of showing that students are smart in

many ways

• A catalyst for differentiation of instruction in the

classroom

• A way to provide a wide variety of learning

experiences for English Learners

The Eight Intelligences

Verbal/

Linguistic

Logical/

Mathematical

Visual/

Spatial

Musical/

Rhythmic

Interpersonal Intrapersonal

Bodily/

KinestheticNaturalist


• Developed by a man named Howard Gardner of Harvard University

• Gardner wrote a book entitled Frames of Mind: The Theory of Multiple

Intelligences

• Intelligence is not fixed

• We are not stuck with the intelligence level we are born with

• As educators we have the ability to develop the intellectual capacity

of our students

• Intelligence is not unitary

•There is not just one human intelligence, but rather multiple intelligences

• Everyone has each intelligence and a unique pattern of intelligences

The Animal School

Once upon a time, the animals decided they must do something heroic to meet the problems of "a new world." So they

organized a school.

They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer

the curriculum, all the animals took all the subjects.

The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was

very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice

running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was

acceptable in school, so nobody worried about that except the duck.

The rabbit started at the top of his class in running, but had a nervous breakdown because of so much make-up work in

swimming.

The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start

from the ground up instead of from the treetop down. He also developed a "Charlie horse" from overexertion and then got a "C" in

climbing and a "D" in running.

The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top but

insisted on his own way to get there.

At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest

average and was valedictorian.

The prairie dogs stayed out of school and fought a tax levy because the administration would not add digging and

burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a

successful private school. Does this fable have a moral?

Source: Dr. George H. Reavis, Assistant Superintendent,

Cincinnati Public Schools, 1939 – 1948


1. Teaching with Intelligences

Just as students are smart in different ways, they also learn in different ways.

If educators resign themselves to only lecture in the classroom, they inadvertently

leave struggling verbal/linguistic learners at a disadvantage.

Addressing multiple intelligences in the classroom makes content comprehensible

to all students.

Addressing multiple intelligences in the classroom gives all students an equal

opportunity to excel.

2. Developing the Intelligences

As a pluralistic society, we value the capabilities, products and end-states of

each intelligence.

Educational policy has a tendency to elevate the status of certain

intelligences in the classroom while disregarding others

Broadening the development of all the intelligences may help to increase the

academic performance of all students

3. Celebrating Uniqueness and Diversity?

If there is but one way of measuring intelligence, some students

may appear to be smarter than others

When these measures are diversified, each student has a chance

to demonstrate and celebrate a unique pattern of intelligence

Teaching students about their intelligences, validates all students

Students enjoy as sense of self-worth, and more readily respect the

uniqueness of others

Verbal Linguistic

Students are verbal/linguistic when they:

Learn through discussing, reading and writing

Communicate effectively

Good vocabulary

Write clearly

Spell easily

Think in words

authors, poets, public speakers, attorneys, salespeople

Logical/ Mathematical

Students are logical/mathematical when they:

Think in numbers, patterns and algorithms

Think clearly and analytically

Learn to appeal by logic

Use abstract symbols

Solve logic problems easily

Are good in math

accountants, scientists, computer programmers, mathematicians, and detectives

Visual/Spatial

Students are visual/spatial when they:

Think in pictures and images

Are good with spatial relations

Have a good eye for detail and color

“See” solutions to problems

Learn through visuals

Like to draw and create

artists, decorators, designers, architects and photographers

Musical/ Rhythmic

Students are musical/rhythmic when they:

Have a good sense of rhythm and melody

Like to sing, hum, chant, and rap

Enjoy listening to music

Read and write music

Learn through music and lyrics

Enjoy creating music

musicians, composers, conductors, and singers

Interpersonal

Students are interpersonal when they:

Make and maintain friends easily

Understand and respect others

Lead and organize others

Resolve conflicts

Learn by interacting with others

Like to work and be with others

Politicians, teachers, actors, sociologists, and philanthropists

Intrapersonal

Students are intrapersonal when they:

Need time to process information

Think about their own thinking

Have strong opinions and beliefs

Are introspective

Know themselves well

Like quiet time alone

Theologians, philosophers, psychologists, and psychiatrists

Bodily/Kinesthetic

Students are bodily/kinesthetic when they:

Are highly coordinated

Use gestures, and body language

Take things apart and fix them

Learn through “hands on” activities

Enjoy acting and role-playing

Enjoy dancing and athletics

Athletes, surgeons, dancers, carpenters, and gymnasts

Naturalist

Students are naturalists when they:

Are aware of their natural surroundings

Discriminate different flora and fauna

Are good at sorting and classifying

Have keen observational skills

Understand natural phenomena

Garden or care for pets or other animals

Ecologists, oceanographers, and zoologists

Multiple Intelligences Survey

Everyone learns using the 8 intelligences. But some learning styles are

more developed than others. Which intelligences are stronger in you?

You are about to take a quiz to find out.

Directions:

1.If the statement applies to you, put “X” in the space to the right.

2.If you are not sure or you feel that “it depends”, put a “?” to the

right.

3.If the statement does not apply to you, leave it blank.

Each “X” is worth 2 points

Each “?” is worth 1 point

Each blank space is worth 0 points

TotalTotal Total Total

I ask a lot of questions about how things work. I ask a lot of questions about how things work. I am good at spelling.I am good at spelling.

I enjoy working on logic puzzles or I enjoy working on logic puzzles or brainteasersbrainteasers I like to tell stories.I like to tell stories.

I like playing chess, checkers, or other strategy I like playing chess, checkers, or other strategy

games.games. I get more out of I get more out of listeninglistening to the radio to the radio oror

cassettecassette than than watwatcchinghing TV or films. TV or films.

Math and/or Science are my favorite subjects Math and/or Science are my favorite subjects.. English & Social Studies are easier for me English & Social Studies are easier for me thathatt

MathMath & Science. & Science.

I can easily compute numbers in my head.I can easily compute numbers in my head. I like to read.I like to read.

PtsPtsLogical/MathematicalLogical/MathematicalPtsPts LinguisticLinguistic

TotalTotal Total Total

I love to take things apart and put them I love to take things apart and put them

back together again.back together again. Watching films, videotapes or Watching films, videotapes or filmstripsfilmstrips

help help me to understand. me to understand.

I enjoy daredevil amusement rides or I enjoy daredevil amusement rides or

similar thrilling experiences.similar thrilling experiences.

When going through a book or When going through a book or magazine,magazine,

I I look at the pictures more than look at the pictures more than ththee

wordswords..

I like working with my hands. I like working with my hands. I like to draw and doodle. I like to draw and doodle.

It is difficult for me to sit still for long It is difficult for me to sit still for long

periods of time.periods of time.

I have lifelike dreams at night. I have lifelike dreams at night. TheyThey

seem seem real. real.

I participate in at least one sport or I participate in at least one sport or

physical activity all the time.physical activity all the time.

I enjoy doing jigsaw puzzles, mazes I enjoy doing jigsaw puzzles, mazes anandd

o otherther visual puzzles. visual puzzles.

Pts.Pts.Bodily/KinestheticBodily/KinestheticPts.Pts. Visual/SpatialVisual/Spatial

TotalTotal TotalTotal

II’’m a good observer.m a good observer. I possess a good singing voice.I possess a good singing voice.

II’’m good at naming plants and animals.m good at naming plants and animals. I often make tapping sounds or sing littleI often make tapping sounds or sing little

songs while working, studying or learningsongs while working, studying or learning

something newsomething new

II’’m good at sorting and classifying things.m good at sorting and classifying things. I sometimes catch myself with jingles orI sometimes catch myself with jingles or

other tunes in my mind.other tunes in my mind.

Tornadoes, hurricanes, and earthquakesTornadoes, hurricanes, and earthquakes

fascinate me.fascinate me.

I play a musical instrument.I play a musical instrument.

I enjoy playing with my pet(s).I enjoy playing with my pet(s). I frequently listen to music.I frequently listen to music.

Pts.Pts.NaturalistNaturalistPts.Pts.MusicalMusical

Total Total TotalTotal

I like to do things my way. I like to do things my way. I have at least three close friends.I have at least three close friends.

I prefer working alone to working with I prefer working alone to working with

others.others.

I consider myself a leader or othersI consider myself a leader or others

have called me that.have called me that.

I keep a personal diary or journal to record I keep a personal diary or journal to record

the events of my inner life.the events of my inner life.

I like to get involved in social activities.I like to get involved in social activities.

II consider myself to be strong-willed and consider myself to be strong-willed and

independent.independent.

I prefer group sports like volleyball orI prefer group sports like volleyball or

basketball.basketball.

I have a special hobby or interest that II have a special hobby or interest that I

keep pretty much to myself.keep pretty much to myself.

I am the sort of person that people comeI am the sort of person that people come

to for advice.to for advice.

Pts.Pts.IntrapersonalIntrapersonalPts.Pts.InterpersonalInterpersonal

Verbal Linguistic

Musical/Rhythmic

Logical Mathematical

Visual Spatial

Interpersonal Intrapersonal

Bodily/Kinesthetic Naturalist

How do we effectively address Multiple Intelligences in our classrooms?

Multiple

Intelligences

Planner

Logical/

MathematicalNaturalist

Bodily/

Kinesthetic

Verbal Linguistic

Musical/Rhythmic

Visual/Spatial

Interpersonal

Intrapersonal

Lesson Topic

__________________



Musical/RhythmicMusical/Rhythmic

Create a jingle, melody or songCreate a jingle, melody or song

Listen to music Listen to music

Learn about music from different Learn about music from different

times times

Listen to curriculum music songs Listen to curriculum music songs

Change the words to a song Change the words to a song

Visual SpatialVisual Spatial

Draw a scene Draw a scene

Visualize and draw vocabulary Visualize and draw vocabulary

Use colors to label Use colors to label

Draw a postcard Draw a postcard

Illustrate a book Illustrate a book

Roam the Room; draw story parts Roam the Room; draw story parts

Logical/MathematicalLogical/Mathematical Use graphic organizers; VennUse graphic organizers; Venn

Diagrams, sequence organizers Diagrams, sequence organizers

Cooperative Team Frames Cooperative Team Frames

Numbered Heads Together Numbered Heads Together

Mingle and MatchMingle and Match

Find Someone Who Find Someone Who

Roam the Room Roam the Room

Verbal/LinguisticVerbal/Linguistic Read aloud Read aloud

Think-Pair-Share Think-Pair-Share



Jigsaws Jigsaws

Mingle and Match Mingle and Match


NaturalistNaturalist Fieldtrips Fieldtrips

Observe natural phenomenon Observe natural phenomenon

Watch and record information from Watch and record information from

nature videos nature videos

Care for classroom pets Care for classroom pets

Grow flowers, vegetables Grow flowers, vegetables

Collect specimens Collect specimens

Classify by color, size and shape Classify by color, size and shape

Bodily/KinestheticBodily/Kinesthetic Act out a role, word or concept Act out a role, word or concept

Use Use manipulativesmanipulatives

Mingle and MatchMingle and Match

Roam the Room Roam the Room


Time for stretching, movement Time for stretching, movement

Learn by movement; jumping, Learn by movement; jumping,

tapping tapping

IntrapersonalIntrapersonal Keep a daily journalKeep a daily journal

Read silently Read silently

Time to reflect on learning Time to reflect on learning

Write an autobiography Write an autobiography

Use feelings to describe situations Use feelings to describe situations


Time to work independently Time to work independently

InterpersonalInterpersonal Open discussions Open discussions




Jigsaws Jigsaws

Interview classmates Interview classmates

Stay and Stray Stay and Stray

Our Destination




What are the characteristics of each intelligence?

How do we effectively address Multiple Intelligences

in our classrooms?



multiple intelligences are the three multiple intelligences visions? 1. teaching with intelligences...

Documents