Multiple Intelligences

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