multiple intelligence and learning styles
Post on 17-Dec-2014
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- 1. Why do we bother?ANDWhy should we take class time?
2. Dr. Howard Gardner, author,Frames of Mind and MultipleIntelligences: The Theory inPractice Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from ones past experiences. 3. Howard GardnersMULTIPLE INTELLIGENCE TEST Published in Gardners Frames of Mind(1983) Created to contribute to field of psychology Quickly embraced by education Howard Gardner (currently) Professor Harvard Graduate School of Education Adjunct Boston University School of Medicine Senior Director Harvard Project Zero Honorary degrees from at least 20 foreign institutions Written over 20 highly regarded books on the human mind, learning and behavior 4. Howard Gardner All of that, in spite of his self description, in hisautobiography I was born cross-eyed, myopic, color-blind and unable to recognize faces. There is hope for us all. 5. What does it do? Provides absolutely pivotal and inescapable indication as to STUDENTS Preferred learning style Behavioral style Working style Natural strengths It indicates not only capabilities, but also the manner or method in which a person prefers to learn and develop their strengths and also work on their weaknesses. 6. Examples A person that is strong Musically Weak Numerically Will develop numerically through Music Not by being bombarded with NUMBERS 1234..7890 7. Examples A person that is weak Spatially Strong Numerically Will be more likely to develop spatial ability If explained and developed by using numbers and logic Not by Being asked to pack a suitcase 8. Examples A person that is weak Bodily/kinesthetic Strong Numerically Might best be encouraged to explore numbers through Learning the mathematical and scientific relationships between Exercise Diet and health 9. Happy relaxed people learnmore readily than unhappystressful people! The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. . .MOTIVATION 10. SIMPLE HUH? A persons strength is also a learning channel A persons weakness is not a great learning channel. 11. Develop students through their strengthsand we not only stimulate theirdevelopmentwe also make them happy(because everyone enjoys learning intheir strength areas)and we also growtheir confidence and lift their belief(because they see they are doingwell, and they get told they are doingwell.) 12. Creating a Class full ofSTELLAR STUDENTS Developing a students strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths. 13. A person is intelligent orunintelligent. RIDICULOUSStudents possess a set of intelligencesnot just one typeand level of intelligence. Intelligence is not a single scalable aspect of a studentsstyle and capability THE FACT IS THAT WE ARE ALL INTELLIGENT INDIFFERENT WAYS!!! 14. Using your MULTIPLEINTELLIGENCES results,and your personal learningexperiences. . . You will get evidence into the inescapable indication as to how preferred learning styles, as well as behavioral and working styles, can be used to enhance your natural strengths. 15. The pressure of failure and being forced to act and think unnaturally. . . have a significant negative influence on learning! 16. In life we need people that whocollectively are good atdifferent things. 17. Intelligence typeCapability and perceptionLinguisticWords and languageLogical-MathematicalLogic and numbersMusical Music, sound, rhythmBodily-KinestheticBody movement controlSpatial-VisualImages and spaceInterpersonal Other peoples feelingsIntrapersonal Self-awareness 18. Intelligence Description Typical rolesLearning Preferredtypetasks, learning styleactivities, or cluestestsLinguistic Words and Writers, Write a set of Words and lanuguage lawyers, instructions;language Written and journalists, speak on a spoke;speakers,subject; edit a retention,trainers,written piece of interpretationcopywriters, work; write a and explanation English andspeech, of ideas andsocial studies commentate on information via teachers, poets, an event; apply language, editors, positive or understands linguists, negative spin to relationshiptranslators, PR, a story between consultants, How can I use communication mediathe spoken or and meaning consultants, written word? 19. Intelligence Description Typical roles Learning Preferredtype tasks, learning style activities, or clues testsLogical- Logical Scientists, Perform aNumber andMathematical thinking, engineers,mental logic detecting computerarithmetic patterns, experts,calculation, More on scientificaccountants,create a process reasoning than reasoning and statisticians,to measure mathematics deduction;researchers,something analyze analysts, difficult; analyze problems, traders, bankers, how a machine perform bookmakers, works, create a mathematicalinsurance process; devise a calculations, brokers,strategy to understands negotiators,achieve an aim; relationships deal-makers,assess the value between cause trouble-shootersor a business and effectproposition towards a How can I bring tangiblein numbers, 20. Intelligence Description Typical rolesLearning Preferredtypetasks, learning styleactivities, or cluestestsMusicalMusical ability Musicians, Perform aMusic, sounds, Awareness,singer,musical piece; rhythm appreciationcomposers, DJs, sing a song; and use ofmusic, review a musical sound;producers, work, coach recognition ofpiano tuners,someone to play tonal and acoustic a musical rhythmicengineers, instrument; patterns, entertainers,specify mood understands party-planners,music for relationshipenvironmenttelephone between sound and noisesystems and and feeling advisors, voicereceptions. coachesHow can I bringin music orenvironmentalsounds, or setkey points in a 21. Intelligence Description Typical roles Learning Preferredtype tasks, learning style activities, or clues testsBodily-BodyDoctors,Juggle;PhysicalKinestheticmovementdemonstrators,demonstrate aexperience and control actors, athletes, sports movement, Manualdivers, sports- technique; touch and feel dexterity,people, soldiers, create a mime to [physical agility fire-fighters,explain and balance; eyeergonomists,something; toss and bodycrafts-people something; coordinationassess work station ergonomics How can I involve the whole body, or hands-on experiences? 22. Intelligence Description Typical rolesLearning Preferredtypetasks, learning styleactivities, or cluestestsSpatial-Visual Visual andArtists, Design a Pictures, shapes, spatial designers, costume, images, space- perception; cartoonists, interpret a3D Interpretationstory boarders,painting, create and creation of architects,a room layout, visual images;photographers, create a pictorial sculptors, town- corporate logo, imagination and planners,design a expression; visionaries, building; pack a understands inventors, suitcase or the relationshipengineers, trunk of a car. between imagesbeauty How can I use and meanings, consultantsvisual aids, and betweenvisualization, space and effect.color, art,metaphor, orvisualorganizers? 23. IntelligenceDescription Typical roles LearningPreferredtypetasks,learning styleactivities, orcluestestsinterpersonal Perception of Therapists, HRInterpret moods Human contact,other peoplespeople, facialcommunicationfeelingsmediators,expressions;s, cooperation,Ability to relate leaders,demonstrate teamworkto others;counselors, feelings throughinterpretation of politicians,body language,behavior andeducators, sales- affect thecommunication,people, clergy, feelings ofunderstand thepsychologists,others in arelationships teachers, planned way;between peopledoctors,coach or counseland their organizers, anothersituations, advertising How can Iincluding other professionals,engage studentspeoplecoaches and in peer or cross-mentors,age sharing,cooperativelearning orlarge-group 24. IntelligenceDescriptionTypical roles LearningPreferredtype tasks,learning style activities, orclues testsintrapersonal Self-Arguably anyone Consider andSelf-reflection,awareness, who is self-decide onesSelf-discoveryPersonal aware and own aims andcognizance,involved in the personalpersonal process ofchangesobjectivity, the changingrequired tocapacity topersonalachieve themunderstand thoughts, (not necessarilyoneself, ones beliefs,reveal this torelationship tobehaviors inothers); andothers and the relation to their decide optionsworld, and ones situation, otherfor ones ownown need for people, their developmentand reaction topurpose and How can Ichange aims. engage students in peer or cross- age sharing, cooperative learning or 25. Many teachers see the theory as simple common sense. Some say that it validates what they already know: thatstudents learn in different ways. The challenge that this brings for educators is to knowwhich students learn in which ways. 26. TO BEGIN TEACHING WITH THESEVEN INTELLIGENCES, TRY THEFOLLOWING:the seven intelligences and the different ways we Teach your students aboutlearn. Help them get better at using these different ways. Vary the lessons so students have an opportunity to use all seven intelligences. Instead of always using traditional tests, have students demonstrate whattheyve learned by using different intelligences. Help students see how much they have learned by keeping samples of work,journals, and portfolios. Give students a chance to use the different intelligences every day. Discuss with them which intelligence they use for each activity. Ask students how you can test what theyve learned. To close a unit, have students do projects, exhibits, or performances todemonstrate what they genuinely understand about what they have learned. Check the students interest inventory to see if there is a coorelation with theintelligence. Help st