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Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
Multiple Intelligences
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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.

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