Multiple Intelligences


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Multiple Intelligences

  1. 1. Done by: Alya Mehrezi
  2. 2. <ul><li>Introduction </li></ul><ul><li>Types of Multiple Intelligences with examples </li></ul><ul><li>Lesson Plan ( Activities) </li></ul><ul><li>Conclusion </li></ul>
  3. 3. <ul><li>1. History and Definition: </li></ul><ul><li>The theory of multiple intelligences was proposed by Howard Gardner in 1983. </li></ul><ul><li>He defines intelligence as: “an ability to solve problems or fashion products that are valued in one or more cultures.” </li></ul><ul><li>It is how we learn, process, and understand information. </li></ul><ul><li>Theory of Multiple Intelligences consists of 8 types of intelligence. </li></ul>
  4. 4. <ul><li>2. What Teachers should know about learners: </li></ul><ul><li>Students are one-of-a kind individuals with unique strengths, weaknesses, aptitudes, interests, and capabilities. </li></ul><ul><li>Well educated students acquire a background in academics, arts, and in critical and creative thinking. </li></ul><ul><li>By knowing who they are and what they can do, students love of learning, excitement about life, and self-confidence becomes a bedrock for lifelong growth and success. </li></ul>
  5. 5. <ul><li>Logical /Mathematical </li></ul><ul><li>Visual/Spatial </li></ul><ul><li>Bodily /Kinesthetic </li></ul><ul><li>Music/Rhythmic </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Verbal/Linguistic </li></ul><ul><li>Naturalist </li></ul>
  6. 6. <ul><li>The ability to use numbers effectively, to see abstract patterns, and to reason well. </li></ul><ul><li>Examples: </li></ul><ul><li>Puzzles and games, logical, sequential presentations, classifications and categorization. </li></ul>
  7. 7. <ul><li>The ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color. </li></ul><ul><li>Examples: </li></ul><ul><li>Charts and grids, videos, drawing </li></ul>
  8. 8. <ul><li>The ability to use one’s body to express oneself and to solve problems. </li></ul><ul><li>Examples: </li></ul><ul><li>Hands- on activities, field trips, pantomime. </li></ul>
  9. 9. <ul><li>An ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody. </li></ul><ul><li>Examples: </li></ul><ul><li>Singing, playing music, jazz chants. </li></ul>
  10. 10. <ul><li>The ability to understand another person’s moods, fee-lings, motivations, and intentions. </li></ul><ul><li>Examples: </li></ul><ul><li>Pair work, project work, group problem-solving. </li></ul>
  11. 11. <ul><li>The ability to understand oneself and to practice self- discipline. </li></ul><ul><li>Examples: </li></ul><ul><li>Self-evaluation, journal keeping, options for homework. </li></ul>
  12. 12. <ul><li>The ability to use language effectively and creatively. </li></ul><ul><li>Examples: </li></ul><ul><li>Note-taking, story telling, debates. </li></ul>
  13. 13. <ul><li>The ability to discriminate among living things and to see patterns in the natural world. </li></ul><ul><li>Examples: </li></ul><ul><li>Classify, use features of the environment. </li></ul>
  14. 15. <ul><li>Step 1: </li></ul><ul><li>Give students a riddles and ask them to solve it in pairs. (Intelligences: interpersonal, verbal/ linguistic). </li></ul><ul><li>Step 2: </li></ul><ul><li>Guided imagery: Tell students to close their eyes and to relax; then describe a painting to them. Ask them to imagine it. Play music while you are giving the students the description. (Intelligences: spatial/ visual intelligences, musical). </li></ul><ul><li>Step 3: </li></ul><ul><li>Distribute to each person one description that has a certain words missing. (Intelligences: interpersonal, verbal/ linguistic). </li></ul>
  15. 16. <ul><li>Step 4: </li></ul><ul><li>Ask the groups to create a tableau of the painting by acting out the description. (Intelligences: body/ kinesthetic). </li></ul><ul><li>Step 5: </li></ul><ul><li>Show the students the painting. Ask them to fine five things about it that differ from their tableau or from how they imagined the painting to look. (Intelligences: logical/ mathematical). </li></ul><ul><li>Step 6: </li></ul><ul><li>Reflection: Ask students if they have learnt any thing about how to look at a painting. Ask them if they have learnt any thing new about the target language. (Intelligences: intrapersonal). </li></ul>
  16. 17. <ul><li>Not every intelligence has to be present in every lesson plan. </li></ul><ul><li>Gardner added the naturalistic intelligence in 1999. </li></ul><ul><li>Linguistic and Logical-mathematic intelligences are most prized in school. </li></ul>
  17. 18. It’s not how smart we are, it’s how we are smart.