The nine intelligences


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The nine intelligences

  1. 1. Week 2 Lecture Child Development and the Theory of Multiple Intelligences
  2. 2. Terms of Development <ul><li>Development: orderly, adaptive changes we go through from conception to death </li></ul><ul><li>Maturation: genetically programmed, naturally occurring changes over time </li></ul><ul><li>Types of Development </li></ul><ul><ul><li>Physical: changes in body structure and function over time </li></ul></ul><ul><ul><li>Personal: changes in personality that take place as one grows </li></ul></ul><ul><ul><li>Social: changes over time in the ways we relate to others </li></ul></ul><ul><ul><li>Cognitive: growth and change in the ways we think and learn </li></ul></ul>
  3. 3. How does development happen? <ul><li>… at different rates for different people </li></ul><ul><li>… in a relatively orderly way </li></ul><ul><li>… gradually </li></ul><ul><ul><li>… we may not be able to see it happening. </li></ul></ul>
  4. 4. What is the Theory of Multiple Intelligences? <ul><li>Developed by Howard Gardner, a psychologist and professor of education at Harvard University, the Theory of Multiple Intelligences identifies and describes the many ways that we can understand, and interact with, the world. </li></ul><ul><li>This theory is a great tool for helping us understand our students and create optimal learning experiences for them. </li></ul>
  5. 5. The Nine Intelligences How do you see the world?
  6. 6. Linguistic section 7 on survey <ul><li>Likes: discussion, books, brainstorming. Is usually a “talk to thinker” </li></ul><ul><li>Needs: words, choice of words is very important </li></ul><ul><li>Learns best by: talking with others </li></ul>
  7. 7. Mathematical/Logical section 3 on survey <ul><li>Likes: logical, sequential presentation, usually a “think to talker” </li></ul><ul><li>Needs: numbers, correct numbers and facts are important </li></ul><ul><li>Learns best by: thinking about things in quantifiable, conceptual or numerical terms </li></ul>
  8. 8. Visual/Spatial section 9 on survey <ul><li>Likes: charts, graphs, diagrams </li></ul><ul><li>Needs: Pictures, seeing it for themselves is important </li></ul><ul><li>Learns best by: seeing the “big picture” first, then having it broken down into details </li></ul>
  9. 9. Musical section 2 on survey <ul><li>Likes: music of many kinds </li></ul><ul><li>Needs: rhythm, to hear the beat </li></ul><ul><li>Learns best by: having learning material put to music or taught rhythmically </li></ul>
  10. 10. Bodily/Kinesthetic section 6 on survey <ul><li>Likes: hands-on activities, demonstrations, tactile experiences </li></ul><ul><li>Needs: sensory involvement </li></ul><ul><li>Learns best by: activities involving touch, taste, smell, movement </li></ul>
  11. 11. Interpersonal section 5 on survey <ul><li>Likes: being with others </li></ul><ul><li>Needs: people, tends to be relationship focused and other oriented </li></ul><ul><li>Learns best by: cooperative learning, collective experiences, group brainstorming </li></ul>
  12. 12. Intrapersonal section 8 on survey <ul><li>Likes: to be alone, tends to be very independent-minded </li></ul><ul><li>Needs: Space </li></ul><ul><li>Learns best by: self-paced information, personal projects </li></ul>
  13. 13. Naturalist section 1 on survey <ul><li>Likes: being outdoors, recognizing and classifying </li></ul><ul><li>Needs: to be connected to the natural world </li></ul><ul><li>Learns best by: connecting learning material to the natural world </li></ul>
  14. 14. Existentia l section 4 on survey <ul><li>Likes: being introspective, expressing their own opinions, evaluating their own work </li></ul><ul><li>Needs: to be able to see the “big picture” </li></ul><ul><li>Learns best by: having a choice over their activities, working independently and having the chance to express their own ideas </li></ul>
  15. 15. Putting it into practice <ul><li>Try to offer a smorgasbord of activities. </li></ul><ul><ul><li>You can’t meet the needs of every intelligence with every activity…try for a good balance. </li></ul></ul><ul><ul><li>Know who your students are. </li></ul></ul><ul><ul><li>Give them this survey or develop your own, so you can better understand the people you’re working with. </li></ul></ul>