Multiple intelligence
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The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are at least eight ways that humans understand and perceive the world. The theory challenges the idea of uniform education and suggests that instruction should appeal to different forms of intelligence. The eight intelligences identified are verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, and naturalist. The theory has implications for creating more personalized lessons and validating different ways students learn.
Multiple intelligence
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- 2. "I am 100% convinced that if I were to come back to Earth in 50 years, people would laugh at the idea of uniform education.” -Howard Gardner
- 3. Definition • At least eight ways that humans perceive and understand the world • Theorized by Howard Gardner in 1983
- 4. All theories of learning purport the following: • “. . . student brains are more than IQ and their skills span more than the Three R’s” (Flick and Lederman 120) • All students can learn • It is important in education to celebrate all aspects of diversity, including the many ways students learn
- 5. Reasoning Behind Gardner’s Theory • “Individuals should be encouraged to use their preferred intelligences in learning.” • “Instructional activities should appeal to different forms of intelligence.” • “Assessment of learning should measure multiple forms of intelligence.” (Gardner)
- 6. Why the Attraction for Educators… • Helps to create more personalized lessons • Helps “explain and promote understanding” (Owen) • Helps promote self-motivation in students because learning is based on innate talents • Validates teacher insights into their students
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- 8. Naturalist Learners (the new intelligence) • Sensitive to patterns in and connecting to nature • Especially like animals and natural phenomena • Suggestions for Teachers: Be aware to changes in even minute details of the classroom environment, bring the outdoors in
- 9. Verbal-Linguistic Learners • Sensitive to meanings, sounds and rhythms of words • Especially like storytelling and creative writing • Suggestions for Teachers: activities such as dialogue writing, books on tape, word processing, newspaper activities, etc.
- 10. Logical-Mathematical Learners • Sensitive to order and sequence • Especially like problem solving, noting and creating patterns and experiments • Suggestions for Teachers: use of graphic organizers, showing relationships, computer instruction, syllogism, etc.
- 11. Visual-Spatial Learners • Sensitive to visual cues and images • Especially like day-dreaming and art • Suggestions for Teachers: using color, mind-mapping, manipulatives, etc.
- 12. Body-Kinesthetic Learners • Sensitive to activity, athletics and physical gestures while talking • Especially like role-playing, touching and feeling • Suggestions for Teachers: hands-on activities, manipulatives, use of textures, etc.
- 13. Musical-Rhythmic Learners • Sensitive to singing, playing instruments, drumming • Especially like the human voice, sounds from nature, instrumental music • Suggestions for Teachers: vary voice pitch during instruction, play music in the classroom, watch surrounding sounds for possible interference
- 14. Interpersonal Learners • Sensitive to leadership opportunities, others’ feelings; “street smart” • Especially like helping others, peer tutoring, working cooperatively • Suggestions for teachers: group work, discussions, skits, etc.
- 15. Intrapersonal Learners • Sensitive to their own feelings, personal motivation • Especially like day-dreaming, working alone; “march to the beat of a different drummer” • Suggestions for Teachers: designate quiet areas, independent practice, journals, etc.
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- 17. According to Gardner, “Successful education does not require covering everything ‘from Plato to NATO.’ In fact, the greatest enemy of understanding is coverage. If we try to cover everything, by the end of the day people will have learned very little and will have understood nothing. As a teacher, ask yourself, ‘If I had one hour (per semester) to teach students, what would I teach them?’”
- 18. The Impact on Schools • We teach all children the way we have met the needs of the gifted in the past • Move beyond traditional methods; incorporate the other six intelligences in teaching, assessing and planning • Teachers are better able to create more “inclusive, affective and effective instruction” (Owen)
- 19. Schools in the Future • Movement toward Apprenticeships: have students work closely with key individuals over an extended period of time in order for them to learns EXACTLY what a culture would like them to know someday; teaching is primarily done through example
- 20. • Creation of Children’s Museums: Students are afforded the opportunity to work with interesting topics at their own pace and in their own ways; what they’ve “learned” in school can be “checked out” through experimentation; additional questions will naturally arise that can be brought back to the classroom and discussed further
- 21. • Focus on the End Result/What Students REALLY need to know upon leaving the formal learning environment • Recognize that not all children will have an “understanding” of all traditional areas in today’s world of information dissemination
- 22. The Really Important Things for Students to Know… • How to make use of accessible information • How to use expertise • How to become lifelong learners • How to find out about the things they don’t know but need to know
- 24. Works Cited • Andrews, Roland H. “Three Perspectives of Learning Styles.” School Administrator. January 1994. 51:1, pp/ 19+. • Flick, Lawrence B. and Norman G. Lederman. “Popular Theories—Unpopular Research.” School Science and Mathematics. March 2003. 103:3, pp. 117-121. • Gardner, Howard. “Multiple Intelligences.” TIP Database. Ed. Greg Kearsley. 1994-2006. George Washington University. 1 March 2006. http://tip.psychology.org/gardner.html. • Reiff, Judith C. “Bridging Home and School Through Multiple Intelligences.” Childhood Education. Spring 1996. 72:3, pp. 164-166.
- 25. Works Cited (con’t.) • Wilson, Leslie Owen. “The Eighth Intelligence: Naturalistic Intelligence.” Newer Views of Learning. The CELT Center. March 2005. 1 March 2006. http://www.uwsp.edu/education/lwilson/index.htm. • Wilson, Leslie Owen. “What’s the Big Attraction?” New Horizons for Learning. March 1998. New Horizons. 1 March 2006. http://www.newhorizons.org/strategies/mi/wilson1.htm .
Editor's Notes
- #8: Suggestions for table activities: Have each table take ONE of the intelligences and on chart paper, describe HOW this child would best learn in their classroom/content area. Have each table discuss as a group and report out ONE lesson activity that would engage a child with that type of intelligence. Have tables consider WHAT type of intelligence the TEACHER is, their STUDNENTS, and the effects of mis-matches in classrooms.