Jens Martensson Multiple Intelligences in Classroom Ms. Saima Jawed Objectives At the end of the session, participants will be able to: Describe the 8 intelligences of the MI Theory. 2 Jens Martensson 1 Apply Multiple Intelligences Theory in classroom 3 Jens Martensson If you weren’t a teacher, what would you like to be? Choose from the given options and express. 4 What is intelligence? Jens Martensson Intelligence is a person’s capacity to: • acquire knowledge (learn and understand) • apply knowledge (solve problems) • engage in abstract reasoning 5 Overview of Multiple Intelligence Jens Martensson • Theory introduced by Howard Gardener in 1983 • People are not born with all of the intelligence that they will ever have • Intelligence can be learned throughout the life • Everyone is intelligent in at least 8 different ways and can develop each aspect of intelligence in an average level • Gardner provided a means of mapping the broad range of abilities that humans possess by grouping their capabilities into eight comprehensive categories or “intelligences” 6 Jens Martensson "Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences." Howard Gardener 7 The Eight Intelligences Jens Martensson 8 Linguistic Intelligence The capacity to use words effectively, whether orally or in writing. Remembers what has been said and read Enjoys reading, writing and discussing Speaks and writes effectively Jens Martensson Listens and responds to the spoken word 9 Linguistic Intelligence Activities students would enjoy: Writing stories & poems Book reporting Telling jokes Word games Debating & Persuading Jens Martensson Storytelling 10 Logical-Mathematical Intelligence The capacity to use numbers effectively and to reason well. Sensitive to logical patterns and relationships Expresses interest in logical and scientific thinking Jens Martensson Likes math and uses logic to solve problems Uses abstract symbols to represent concrete concepts 11 Logical-Mathematical Intelligence Activities students would enjoy: Analyzing & reasoning Number problems Sequencing Scientific & rational thinking Jens Martensson Logic games Patterns & puzzles 12 Visual-Spatial Intelligence The ability to perceive the visual-spatial world accurately and to perform transformations upon those perceptions Uses visual aid in recalling information Visualizes faces, objects, colors, shapes, details and scenes Enjoys painting, sculpting or producing objects in visible form Jens Martensson Learns by seeing and observing 13 Visual-Spatial Intelligence Activities students would enjoy: Mapping & flow charts Sculpting & painting Photography Use of charts and maps Jens Martensson Idea sketching Multimedia projects 14 Musical Intelligence The capacity to perceive, discriminate, transform, and express musical forms. Is sensitive to musical rhythm and tone Develops the ability to sing and play a musical instrument Enjoys making presentations using sound or music Jens Martensson Is eager to be around and learn from music 15 Musical Intelligence Activities students would enjoy: Produce sounds & rhythms Humming Musical performance Vocal sounds and tonal patterns Jens Martensson Singing Tongue twisters 16 Bodily-Kinesthetic Intelligence Expertise in using one’s whole body to express ideas and feelings and facility in using one’s hands to produce things Remembers most clearly what was done rather than what was said Learns best by direct involvement and paticipation Uses entire body in preforming a task Jens Martensson Prefers to touch, handle, or manipulate what is to be learned 17 Bodily-Kinesthetic Intelligence Activities students would enjoy: Doing exercises and gymnastics Using tools Field trips Sports Building models and grammar games Jens Martensson Acting and dancing 18 Intrapersonal Intelligence Self-knowledge and the ability to act adaptively on the basis of that knowledge. Motivated to identify and pursue goals Strives for selfactualization Jens Martensson Aware of his strengths, limitations and emotions Works independently on the basis of selfknowledge 19 Intrapersonal Intelligence Activities students would enjoy: Writing journal entries Autobiography Independent study Concentration Expressing personal experiences & emotions Jens Martensson Goal setting 20 Interpersonal Intelligence The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. Forms and maintains social relationships Expresses interest in group and pair work Jens Martensson Bonds with parents and interacts with others Perceives feelings, thoughts, motivations and behavior of others 21 Interpersonal Intelligence Activities students would enjoy: Person to person communication Teaching someone Group work Surveys & interviews Sensing others’ motives Jens Martensson Understanding others’ feeling 22 Naturalist Intelligence Expertise in the recognition and classification of the numerous species and natural phenomena of an environment. Is conscious of tracks, nests and wildlife Can identify natural processes and read weather conditions Has an interest in the topography of the world Jens Martensson Recognize and can name many different types of trees, flowers & plants 23 Naturalist Intelligence Activities students would enjoy: Environment protection projects Animal care Outdoor field trips Having class outdoors Jens Martensson Planting Nature Collection 24 Jens Martensson 25 Group Activity Jens Martensson • Design activity cards according to the Multiple Intelligence Theory on a single topic of your own choice. Use at least five intelligences, and each activity card must relate to a different intelligence. For example, In the case of topic “Summer Vacations”, an activity of LogicalMathematical intelligence can be Find out how many days there are in your summer vacations. 26 MI Theory and teaching strategies Jens Martensson MI theory opens the door to a wide range of teaching strategies that can be easily implemented in the classroom. In many cases, they are strategies that have been used for decades by good teachers. In other cases, the theory of multiple intelligences offers teachers an opportunity to develop innovative teaching strategies that are relatively new to the educational scene. If the only tool you have is a hammer, everything around you looks like a nail. —Abraham Maslow 27 MI Theory and teaching strategies Intelligence Teaching Activities Teaching Materials Instructional Strategies Sample Teacher Presentation Skill Lectures, discussions, word games, storytelling, journal writing Books, tape Read about it, recorder, stamps write about it, sets, books on tape listen to it Teaching through storytelling, brainstorming, tape recording, journal writing LogicalMathematical Brain teasing, problem solving, science experiments, mental math, number games, scientific thinking Math manipulative, science equipment and apparatus, math games Socratic questioning, calculations, classifications, heuristics, science thinking Quantify it, think critically, put it in a logical framework, experiment with it Jens Martensson Linguistic 27 MI Theory and teaching strategies Visual-Spatial Visual presentations, art activities, imagination games, visualization metaphor, idea sketching Graphs, maps, videos, art materials, cameras, pictures, library See it, draw it, Drawing, mind visualize it, color it, mapping concepts, mind-map it color cues, picture metaphors, idea sketching, graphic symbols Musical Rhythmic learning, rapping, mood music, using songs that teach, discographies Tape recorder, musical collection, musical instruments Sing it, listen to it Jens Martensson Teaching Materials Intelligence Instructional Strategies Sample Teacher Presentation Skill Teaching Activities Using voice rhythmically 28 MI Theory and teaching strategies Bodily-Kinesthetic Hands on learning, drama, sports that teach, relaxation exercises, body answers Building tools, clay, sports equipment, manipulatives Build it, act it out, touch it, dance it Using gestures, dramatic expressions Intrapersonal Individualized instruction, independent study, self esteem building, goal setting Self checking materials, journals, materials for projects Connect it to your personal life, make choices with regard to it, reflect on it Bringing feeling into presentation Jens Martensson Teaching Materials Intelligence Instructional Strategies Sample Teacher Presentation Skill Teaching Activities 29 MI Theory and teaching strategies Intelligence Teaching Activities Teaching Materials Instructional Strategies Sample Teacher Presentation Skill Peer sharing, Board games, party cooperative groups, supplies, props for social gatherings role plays and involvement, simulation Teach it, collaborate on it, interact with respect to it Dynamically interacting with students Naturalist Nature study, nature walks, ecological awareness, animal care, Connect to living things, and natural phenomena Linking subject matter to natural phenomena Plants, animals, naturalists’ tools, gardening tools Jens Martensson Interpersonal 30 Think Pair Share Jens Martensson Think: Pick one or two intelligences that you don’t normally use in your lessons, and find a way to incorporate them. Interpersonal, intrapersonal, and naturalistic can be some of the easier ones to start with. Pair: Work in pairs and come to one single answer. Share: Share your responses 31 MI Theory and Classroom Management Jens Martensson A classroom is a micro society complete with student citizens, many of whom have competing needs and interests. Consequently, rules, routines, regulations, and procedures—elements of order—are a fundamental part of the classroom infrastructure. MI theory offers beleaguered teachers a new perspective on the many kinds of management strategies that they have used or might use to “keep order” and ensure a smoothly running learning environment. 33 MI Theory and Classroom Management Gaining students’ attention • Here are several strategies for gaining students’ attention: Write the words “Silence, please!” on the whiteboard. Musical Clap a short rhythmic phrase and have students clap it back. BodilyKinesthetic Put your finger against your lips to suggest silence while holding your other arm up. Have students mirror your gestures. Visual-Spatial Put a blown-up photo of an attentive classroom on the board (perhaps a photo of the actual students involved). LogicalMathematical Use a stopwatch to keep track of the time being wasted and write on the blackboard the number of seconds lost at 30-second intervals. Interpersonal Whisper in the ear of a student, “It’s time to start—pass it on,” and then wait while students pass the message around the room. Intrapersonal Start teaching the lesson and allow students to take charge of their own behavior. Naturalist Play a recording of a shrill bird whistle to get the attention of students Jens Martensson Linguistic 34 MI Theory and Classroom Management Communicating Class rules • Here are several strategies for communicating classroom rules: Rules are written and posted in the classroom. LogicalMathematical Rules are numbered and later referred to by number. Visual-Spatial Next to the written rules are graphic symbols of what to do and what not do to BodilyKinesthetic Each rule has a specific gesture; students show they know the rules by going through the different gestures Musical The rules are set to a song or each rule is associated with a relevant song. Interpersonal Each rule is assigned to a small group of students who then have responsibility for knowing its ins and outs, interpreting it, and even enforcing it. Intrapersonal Students are responsible for creating the class rules at the beginning of the year and developing their own unique ways of communicating them to others. Naturalist An animal is assigned to each of the rules. Students learn the rules by imitating the movements of the animals. Jens Martensson Linguistic 35 Jens Martensson Match each of the classroom management strategies to the correct intelligences of MI Theory by pasting them under the correct headings. 36 Activity (Key) Hang flash cards saying words like “Maintain Silence” to have control LogicalMathematical Time the useless activities in which students are involved during the class using a stopwatch, and write them on the board. Visual-Spatial List the Do’s and Don’ts of the classroom using pictures (e.g. for helping others) BodilyKinesthetic Show expressions, gestures for the class Do’s and Don’ts Musical Make short poems for introducing rules of the classroom. Interpersonal Ask the students to keep charge of their own behavior themselves. Intrapersonal The teacher may form different discipline groups/committees who would create their own rules for the class. Naturalist Use animal references (using pictures etc) to represent the rules (e.g. ants for walking in a line). Jens Martensson Linguistic 37 Jens Martensson • https://www.simplypsychology.org/intelligence.html • https://www.uopeople.edu/blog/what-is-the-multiple-intelligences-theory/ • Multiple Intelligences in Classroom (3rd Edition) – Book by Thomas Armstrong • https://www.waterford.org/education/multiple-intelligences-activities/ • https://www.theguardian.com/teacher-network/2015/oct/25/what-type-ofteacher-are-you • Armstrong, T. Multiple Intelligences: Seven Ways to Approach Curriculum. Educational Leadership • https://www.teachhub.com/teaching-strategies/2010/05/12-ways-to-teach-usingmultiple-intelligences/ 38 Jens Martensson 39
