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MULTIPLE INTELLIGENCE
LESSON 6
1. Introduction
Alfred Binet, a French Psychologist, developed the
concept of
Intelligent Quotient (IQ) encompassing only two dimensions of human
intelligence; linguistic and logical-mathematical. Now, seven more
dimensions of human intelligence were recognized.
With the introduction of the Theory of Multiple Intelligence, a clear
philosophy can be studied about how kids learn, how teachers should
teach and how school can be effective for anyone. Specifically, Lesson
6 presents appropriate strategies on how teachers can present various
learning episodes recognizing the 9 dimensions of human intelligence.
Lesson 6 will enable us identify and acquaint with the 9 Multiple
Intelligences:
1. linguistic (“word smart”)
2. logical-mathematical (“number/reasoning smart”)
3. visual-spatial (“picture smart”)
4. musical-rhythmic (“music smart”)
5. bodily-kinesthetic (“body smart”)
6. interpersonal (“people smart”)
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7. intrapersonal (“self smart”)
8. naturalist (“nature smart”)
9. existential
Objectives
At the end of the lesson, the students should be able to:
a) distinguish among the eight intelligences
b) determine the students’ comfort with each of the nine
intelligences, and
c) draw implications of Multiple Intelligences to the teachinglearning process.
Understanding the nine dimensions of intelligence is truly very
important. This will help direct and redirect our plans, learning
activities and even the process of evaluation to recognize the
distinctive ways our students learn.
You are expected to finish the concepts of Lesson 6 in one and
half hours. Your tutor will ask you to proceed with the conduct of
enrichment activities
that will entail more time for actual
observation activities.
(“,) Have fun and discover your own dimensions!
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2. Presentation
Dr.
Howard
Gardner
developed
the
theory
of
multiple
intelligences in 1983, a professor of education at Harvard
University. According to H. Gardner, “Intelligence refers to the
human ability to solve problems or to make something that is
valued in one or more cultures”. The theory of multiple
intelligences proposes a major transformation in the way our
schools are run.
Nine Dimensions of Human Intelligence
1. Linguistic (“word smart”)
a. they understand and use language easily
b. they love school and school loves them
c. reading and writing are the
tasks for them
2. logical-mathematical (“number/reasoning smart”)
a. they use numbers and math concepts with ease
b. they understand cause and effect, enjoy abstract reasoning
and loves games, riddles and computers
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c. teach mathematics from concrete to abstract; tie abstractions
to real life scenarios.
d. developing this intelligence can be facilitated by:
-playing logical math games
-learning to use an abacus
-working on logic puzzles and brain teasers
-learning basic computer programming
- drawing flow charts/reading the business
sections of the newspaper
3. visual-spatial (“picture smart”)
a. they understand the relationship of figures and images in
different spatial fields
b. they easily represent artistically what they
perceive visually
c. they are skilled at taking things apart and assembling them
d. they are very good at board games especially chess
e. they have a keen sense of direction and enjoy maps
f. developing this intelligence can be facilitated by:
-
showing videos, films or other visual representations of
what you want these students to learn
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-
using visuals and graphic organizers
-
having them build models
-
creating a colorful environment by hanging posters,
illustrations and charts
4. musical-rhythmic (“music smart”)
a. they play musical instruments with gusto,
even without formal instruction
b. they innately “hear” tone and pitch and
have a highly developed sense of rhythm,
which they may be “tap out” at all hours with any kind of
stick, from a drumstick to a pencil
c. developing this intelligence can be facilitated by:
-
using music and rhythm to teach a lesson
-
letting students to dance, sing, or rap, to demonstrate
what they have learned.
5. bodily-kinesthetic (“body smart”)
a. they can move their bodies with grace,
strength and ease
b. they need frequent opportunities to
move, and they love games where
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movement is involved
c. they can learn academics best when they can feel or
experience what needs to be learned.
d. How to develop this intelligence?
-
use dramatics, pantomime or games
-
have outdoor games and lessons
6. interpersonal (“people smart”)
a. this intelligence is seen in how we notice distinction among
others;
in
particular,
the
contrasts
in
their
moods,
temperaments motivations and intentions.
b. they can work well with others and lead them
c. they can easily perceive and respond to others’ moods and
feelings
d. a
well
developed
interpersonal
intelligence plays a substantial role in the
life
of
excellent
politicians,
leaders,
clergy and the like
e. how to develop this intelligence?
-
use cooperative learning and give them leadership roles
-
offer a variety of learning tasks and allow them to
create unique solutions to problems
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7. intrapersonal (“self smart”)
a. also known as the introspective intelligence
b. self reflective abilities characterized this type
c. involves human propensity to want, to know the meaning,
purpose, and significance of things
d. involves awareness of the inner world of the self, emotions,
values, beliefs, and our various quests for genuine spirituality
e. individuals with this intelligence want to work alone and
sometimes you may shy away
from others
f. they are self-reflective and selfaware
g. you tend to be in tune with your
inner feelings, values, beliefs, and thinking processes
h. self smart persons are bearers of creative wisdom and
insight, they are intuitive and inwardly motivated, strong
wiled, self-confident, have definite and well thought opinions
i. with this intelligence, people will come to you for advice and
counsel.
j. how to develop this?
-
let them write journals and keep diaries
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-
let them work independently; they tend to resist
cooperative learning
-
they work best when they can choose their own topics
or projects
8. naturalist (“nature smart”)
a. this is the most recently discovered intelligence
b. this intelligence involves the ability to recognize and classify
living things like plants, animals
c. individuals having this intelligence are sensitive to other
features of the natural world (clouds, rocks, configurations)
d. they recognize patterns in nature
e. prefer to be outdoors
f. how to develop this?
For teachers
-
crate observation notebooks
-
draw natural scenes
-
photography
-
describe changes in environment
-
binoculars, telescopes, microscopes, magnifiers as tools
-
classify and categorize things in nature
-
design Venn diagram
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For Parents
-
take children on nature walk to observe and journal
-
encourage backyard experiments with bugs, plants ..
-
star watch from the backyard or local observatory
-
share, as a family, observations from notebooks
9. Existential Intelligence
Individuals, who like and enjoy thinking, and questioning, and
are curios about life, death, and ultimate realities. Gardner’s
definition for this intelligence is to exhibit the proclivity to pose
and ponder questions about life, death and ultimate realities.
Children with this intelligence may show curiosity about:







What the Earth was like years ago
Why they are here on Earth
If there is life on another planet
Where living things go after they die
If there is another dimension
If there are ghosts or spirits
Who were the famous philosophers and their thoughts
about life and human being
Remember:




Everyone has all the intelligences!
You can strengthen each intelligence!
This inventory is meant as a snapshot in time - it
can change!
MI is meant to empower, not label learners!
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Enrichment Activity
After knowing the activities that can suit each dimension of human
intelligence, can you now plan your own teaching episodes?
Let’s try…
1. Think one topic or subject matter in your field of
specialization.
2. List down your intended learning outcomes/objectives.
3. Plan how to present your lesson by suggesting learning
activities that will best meet the needs of different
students with different dimensions of intelligence.
Share your plans with the whole class. Good luck!
3. Summary
Giving
paramount
consideration
on
student’s
multiple
intelligences can make a tremendous change on how students
perceive school, specifically how students learn and love learning
all other school works. Learners find out things and processed
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the understanding of these things in their own unique way.
Teaching them in line with their own dimension of intelligence
can result into an authentic learning.
4. Exercise
Test for Multiple Intelligences (MI) taken from
http://gospelhall.org/index.php?option=com_content&task=view&id=1
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Direction: The following questions are a guide (or test) to help you
quantify how strong each of your intelligences are. Remember, you
are not trying to "pass" the test, instead you are trying to test yourself
in order to understand which areas of learning are a natural fit to you.
The natural talents in the test are called your profile of Multiple
Intelligences.
Multiple Intelligences (MI) is a concept defined by
Howard Gardner, a professor at the University of Harvard, in his book
"Frames of Mind".
The Test - Part I
Complete each section by placing a “1” next to each statement you
feel accurately describes you. If you do not identify with a statement,
leave the space provided blank. Then total the column in each section.
Section 1
_____ I easily pick up on patterns
_____ I notice noise and sounds very easily
_____ Moving to a beat is easy for me
_____ I enjoy making music
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_____
_____
_____
_____
_____
_____
I respond to the cadence of poetry
I remember things by putting them in a rhyme
Concentration is difficult for me if there is background noise
Listening to sounds in nature can be very relaxing
Musicals are more engagingto me than dramatic plays
Remembering song lyrics is easy for me
_____ TOTAL for Section 1
Section 2
_____ I believe in environmental conservation
_____ I tend to organize random items into classifications to keep
them straight in my mind.
_____ I enjoy gardening
_____ Some magazines I read are similar to "Outdoors" or "Hiking
World" or "Nature"
_____ Putting things in hierarchies makes sense to me
_____ Preserving endangered species is something that is frequently
on my mind.
_____ My home has a recycling system in place
_____ I enjoy studying plants and animals.
_____ I pick up on subtle differences in meaning
_____ I enjoy categorizing things by common traits
_____ TOTAL for Section 2
Section 3
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
I am known for being neat and orderly
Step-by-step directions are a big help
Problem solving comes easily to me
I get easily frustrated with disorganized people
I can complete calculations quickly in my head
Logic puzzles are fun
I can't begin an assignment until I have all my "ducks in a row"
Structure is a good thing
I enjoy troubleshooting something that isn't working properly
Things have to make sense to me or I am dissatisfied
_____ TOTAL for Section 3
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Section 4
_____
_____
_____
_____
_____
_____
_____
_____
It is important to see my role in the “big picture” of things
I enjoy discussing questions about life
Religion is important to me
I enjoy viewing art work
Relaxation and meditation exercises are rewarding to me
I like traveling to visit inspiring places
I enjoy reading philosophers
Learning new things is easier when I see their real world
application
_____ I wonder if there are other forms of intelligent life in the
universe
_____ It is important for me to feel connected to people, ideas and
beliefs
_____ TOTAL for Section 4
Section 5
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
I learn best interacting with others
I enjoy informal chat and serious discussion
The more the merrier
I often serve as a leader among peers and colleagues
I value relationships more than ideas or accomplishments
Study groups are very productive for me
I am a “team player”
Friends are important to me
I belong to more than three clubs or organizations
I dislike working alone
_____ TOTAL for Section 5
Section 6
_____
_____
_____
_____
_____
_____
_____
I learn by doing
I enjoy making things with my hands
Sports are a part of my life
I use gestures and non-verbal cues when I communicate
Demonstrating is better than explaining
I love to dance
I like working with tools
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_____ Inactivity can make me more tired than being very busy
_____ Hands-on activities are fun
_____ I live an active lifestyle
_____ TOTAL for Section 6
Section 7
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Foreign languages interest me
I enjoy reading books, magazines and web sites
I keep a journal
Word puzzles like crosswords or jumbles are enjoyable
Taking notes helps me remember and understand
I faithfully contact friends through letters and/or e-mail
It is easy for me to explain my ideas to others
I write for pleasure
Puns, anagrams and spoonerisms are fun
I enjoy public speaking and participating in debates
_____ TOTAL for Section 7
Section 8
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
My attitude effects how I learn
I like to be involved in causes that help others
I am keenly aware of my moral beliefs
I learn best when I have an emotional attachment to the
subject
Fairness is important to me
Social justice issues interest me
Working alone can be just as productive as working in a group
I need to know why I should do something before I agree to do
it
When I believe in something I give more effort towards it
I am willing to protest or sign a petition to right a wrong
_____ TOTAL for Section 8
Section 9
_____ Rearranging a room and redecorating are fun for me
_____ I enjoy creating my own works of art
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_____
_____
_____
_____
_____
_____
_____
_____
I remember better using graphic organizers
I enjoy all kinds of entertainment media
Charts, graphs and tables help me interpret data
A music video can make me more interested in a song
I can recall things as mental pictures
I am good at reading maps and blueprints
Three dimensional puzzles are fun
I can visualize ideas in my mind
_____ TOTAL for Section 9
Part 2
Now carry forward your total from each section and multiply by 10
below:
Section
Total Forward
Multiply
1
X10
2
X10
3
X10
4
X10
5
X10
6
X10
7
X10
8
X10
9
X10
Score
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Part 3
Now plot your scores on the bar graph provided:
100
90
80
70
60
50
40
30
20
10
0
Part IV
Key:
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Sec
1
Sec
2
–
–
–
–
–
–
–
–
–
suggests your Musical strength
reflects your Naturalist strength
indicates your Logical strength
illustrates your Existential strength
shows your Interpersonal strength
tells your Kinesthetic strength
indicates your Verbal strength
reflects your Intrapersonal strength
suggests your Visual strength
This
This
This
This
This
This
This
This
This
Sec
3
Sec
4
Sec
5
Sec
6
Sec
7
Sec
8
Sec
9
For an explanation of this test see the page "Inventory of Multiple
Intelligences" or either proceed with the questions on the next page:
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Answer the following:
Base on your scores, with which intelligence are you most
comfortable? Least comfortable? (See your highest/lowest
scores)
How many intelligences are dominant in you?
___________________________________________________
___________________________________________________
___________________________________________________
Group Sharing – Listen to others’ discovery of themselves
regarding their intelligence. This will
act as the synthesizing activity of the
lesson. Your supervising mentor will
decide on the length of time for this activity after taking into
consideration the number of students who will give their sharing
regarding the results of the exercise, and, the queries while
going over with each dimension of multiple intelligences.
Good luck and Enjoy sharing!