A workshop by Finn RasmussenVocational Education Centre of Zealand Denmark.

Howard Gardner’s Theory of Multiple Intelligence

Characteristics of the intelligence types How can awareness of MI be used to

improve learning? Making MI profiles Examples of MI learning sequences Planning lessons with the MI approach Assessment of MI performance

EU-programme and an Italian artist – who claimed that people

should be able to: Look as an artist Listen like a musician Eat like a chef Touch like a lover Move like a dancer Talk like a poet

i.e. use all our senses and abilities! Is not this what good teaching should

create???

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do...

(Howard Gardner 1999: 180-181 Intelligence reframed)

Intelligence is: 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting'

People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. WORD SMART

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. NUMBER SMART

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. MUSIC SMART

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. BODY SMART

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. PICTURE SMART

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. NATURE SMART

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. PEOPLE SMART

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. SELF SMART

Teacher’s background and preferred intelligence

A more and more academic perception of teaching and learning

Students with learning disabilities or

Teachers with teaching disabilities?

Learning is facilitated if students and teachers are aware of preferred learning profiles

Diferent approaches can lead to same results

Attract interest by starting where the student feels strong and has best opportunity for success

Flexible and individualised learning!

'it merely helps one to understand the conditions within which education takes place‘

▪ Howard Gardner ... the theory validates educators' everyday

experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms.

▪ Mindy Kornhaber

8 ways of being smart – quick descriptions 1 colour attached to each intelligence Self assessment. More than / same as. Use

smileys. Making colour profile for classroom wall. Serve as a reminder of the classroom mix

Other profiling instruments.▪ Quetionnaires▪ Dialogue tools

2 approaches▪ All students must have tasks in all intelligence

areas▪ Each student will be adressed according to own

intelligence profile Ideas and good planning is vital Define topic, target group, and learning

objectives▪ Same goals for all students, but different ways to

get there Brainstorming 1 intelligence at a time.

Healthy and nutritious food. – 3rd. Form – understand connections between what we eat and the way we look and feel.

Create learning elements in resource sheet. 1 intelligence at a time Do not think about connections Small elements

A ressource tool where ideas can be added continously

Pick and choose preferred ideas and elements Elements which suit profiles of your

studentsCreate learning sequences or

projectsThink of how you will assess multiple

intelligence performance.

Topic ”The American Dream” Subject English and literature.

A short story in class – read, analyse, discuss, but create your own ending.

Choose exercises: Analyse the structure (naturalistic) Explain why ( linguistic) What does NN think after…. (interpersonal) Compare the feeling of love… (intrapersonal) Prepare a performance.. ( kinestaethic) Draw a picture.. (spatial) Find music underlining the theme .. (musical)

Difficult, but important to assess performance in all intelligence types

Positive and appreciative assessmentSelf-, peer- or teacherassessmentMake it shown in the classroomEncourage pupils to improve other

intelligence types.Relate consciously to formal

assessment methods

www.ampvoc.eu http://www.infed.org/thinkers/gardner.htm http://school.familyeducation.com/

intelligence/teaching-methods/38512.html http://www.bgfl.org/bgfl/custom/

resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

http://homeworktips.about.com/od/learningstyles/ss/multiple.htm