Howard Gardner’s Theory on Multiple Intelligences. Please take a copy of the presentation and “How do you eat an Oreo” handout. Nothing really. It just provided a good excuse to eat Oreos with you Began studying psychology at Harvard under the influence of Erickson (a developmental psychologist), who became his tutor. Eventually focused on cognitive developmental psychology. Defines himself as a social scientist. His multiple intelligences theory is more widely accepted in the realm of education and social policy than in clinical psychology. For more information on Howard Gardner visit: http://www.howardgardner.com/bio/bio.html The ability to learn and use language to accomplish certain goals. This intelligence includes an individual’s ability to use language either rhetorically or poetically to his/her advantage and as a way to remember information. Writers, speakers, poets, and lawyers tend to have high linguistic intelligence. The ability to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. According to Gardner, this means the ability to see patterns, use logic and deductive reasoning to process and understand concepts. Scientists and mathematicians have high logical/mathematical intelligence Involves skills in performing, composing music, and an appreciation of musical patterns. The ability to recognize musical pitches, tones, and rhythms. Musicians, choral directors, and conductors must have high musical intelligence. Very high command of bodily motions and fine motor skills. The ability to manipulate tools along with the body to solve problems. The ability to watch a demonstration/performance and replicate it easily. Usually have a high sense of direction and timing. Dancers, surgeons, athletes usually have a high sense of this intelligence. A sensitivity to the relationship between line, color, shape, space and form. Have the ability to use the ‘mind’s eye’ to picture, rotate and manipulate objects well. Have the ability to manipulate and understand the components of displays. Graphic artists, architects, map makers are examples of people who excel in this intelligence. This intelligence includes an individual’s desires to understand other people. Includes the ability to work well and cooperatively with others. Being in-tune with the needs of others and using that information to respond to those needs by modifying behavior. Salespeople, educators, religious and political leaders have high interpersonal intelligence. Deep understanding of self. Understands and appreciates one’s own feelings, fears and motivations. Have the ability to analyze strengths and weaknesses Writers, philosophers, theorists all have heightened intrapersonal intelligence. Heightened sensitivity to changes in environment. In tune with nature and interested in exploring and learning about nature and elements associated with nature. Biologists, conservationists, gardeners usually have high levels of naturalistic intelligence. http://www.bgfl.org/bgfl/custom/resources_f tp/client_ftp/ ks3/ict/multiple_int/index.htm http://literacyworks.org/mi/assessment/findy ourstrengths.html http://www.edutopia.org/multipleintelligences-learning-styles-quiz http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm Intelligence Type Verbal/Linguistic Logical/ Mathematical Bodily/ Kinesthetic Teacher Centered Student Centered Present content verbally Student Presents Material Ask questions aloud and look for Students read content and prepare a student feedback Interviews presentation for his/her classmates Students debate over an issue Provide brain teasers or Students categorize information in logical challenging questions to begin lessons. Make logical connections between the subject matter and authentic situations to answer the question "why?" sequences for organization. Students create graphs or charts to explain written info. Students participate in webquests associated with the content Use props during lecture Students use computers to research Provide tangible items pertaining subject matter. Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...) Students create review games. to content for students to examine Review using sports related examples (throw a ball to someone to answer a question) Intelligence Type Visual/Spatial Teacher Centered Student Centered When presenting the information, use Have students work individually or in groups to create visuals to explain content:PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards visuals pertaining to the information: Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping Play music in the classroom during Create a song or melody with the content embedded reflection periods Show examples or create musical rhythms for students to remember things for memory Use well known songs to memorize formulas, skills, or test content Be aware of body language and facial Encourage collaboration among peers Group work strengthens interpersonal connections Peer feedback and peer tutoring Students present to the class Musical expressions Offer assistance whenever needed Encourage classroom discussion Encourage group editing Interpersonal Encourage journaling as a positive outlet Intrapersonal for expression Introduce web logging (blogs) Make individual questions welcome Create a positive environment. Take students outside to enjoy nature Naturalistic while in learning process (lecture) Compare authentic subject matter to natural occurrences. Relate subject matter to stages that occur in nature (plants, weather, etc) Journaling Individual research on content Students create personal portfolios of work Students organize thoughts using natural cycles Students make relationships among content and the natural environment (how has nature had an impact?) Students perform community service http://www.thomasarmstrong.com/multiple_intelligences.php http://www.tecweb.org/styles/gardner.html http://www.teachervision.fen.com/intelligence/teachingmethods/2204.html?for_printing=1&detoured=1 http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and _Learning_Styles http://www.infed.org/thinkers/gardner.htm http://hmt.myweb.uga.edu/webwrite/visual-spatial.htm http://www.context.org/ICLIB/IC27/Campbell.htm http://www.howardgardner.com/index.html
