Your SlideShare is downloading. ×
0
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Mi325
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Mi325

954

Published on

Early Childhood

Early Childhood

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
954
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
20
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Multiple Intelligences How do we learn to understand the world around us?
  • 2. How do we teach children with special needs? How do we provide all children with rich educational experiences without speaking a common language? How do we reach and teach the “whole child?”
  • 3. The Whole Child Emotional Physical Intellectual Social Science Math Sensory Small Muscle Large Muscle Music Art Language Literacy Creative Movement Social Studies Literature Nutrition, Health, Safety Feeny, Christensen, Moravick Human Development Domains
  • 4. Each Child is a Unique Case <ul><li>Children differ: </li></ul><ul><ul><li>Temperament </li></ul></ul><ul><ul><li>Aptitude </li></ul></ul><ul><ul><li>Intellect </li></ul></ul><ul><ul><li>Social competence </li></ul></ul><ul><ul><li>Emotional vulnerability </li></ul></ul><ul><li>All children are alike in some ways and every child resembles certain children more than others. </li></ul><ul><li>Second language complicates the teaching and learning process </li></ul>
  • 5. <ul><li>Changes in cognitive skills are related to intellectual growth and age </li></ul><ul><li>Child’s behavior not just result of external stimuli – but also internal stimuli </li></ul><ul><li>Social learning actually leads to cognitive development </li></ul><ul><li>Individual differences in children should be recognized and addressed </li></ul>Cognitive Development
  • 6. Howard Gardner <ul><li>Determined diverse preferred modes of learning for each individual </li></ul><ul><li>Different ways of information processing </li></ul><ul><li>Result of years of scientific brain research </li></ul><ul><ul><li>Stroke victims </li></ul></ul><ul><ul><li>Accident victims </li></ul></ul><ul><ul><li>Alzheimers patients </li></ul></ul>1983
  • 7. Frames of Mind <ul><li>“ The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals” </li></ul><ul><li>Intelligence is changeable – not stagnant </li></ul><ul><li>Genetics influences intelligence </li></ul><ul><li>BUT providing a nurturing, positive, and stimulating learning environment is very important! </li></ul>Unique Gardner, 1983
  • 8. Definition of Intelligence <ul><li>The ability to solve problems that one encounters in real life </li></ul><ul><li>The ability to generate new problems to solve </li></ul><ul><li>The ability to make something or offer service that is valued within one’s culture </li></ul>Howard Gardner Gardner, 1983
  • 9. Research Findings <ul><li>Intelligence is not fixed at birth.  </li></ul><ul><ul><li>It changes and grows through life.  </li></ul></ul><ul><ul><li>It can be improved and expanded. </li></ul></ul><ul><li>Intelligence can be taught and improved by activating levels of perception. </li></ul><ul><li>Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system. </li></ul><ul><li>A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence. </li></ul><ul><li>Most persons possess all intelligences – but in varying strengths (at varying times) </li></ul>Gardner, 1983
  • 10. Eight Intelligences <ul><li>Verbal-Linguistic Intelligence – word player </li></ul><ul><li>Logical-Mathematical Intelligence - questioner </li></ul><ul><li>Bodily-Kinesthetic Intelligence - mover </li></ul><ul><li>Visual-Spatial Intelligence - visualizer </li></ul><ul><li>Musical-Rhythmic Intelligence – music lover </li></ul><ul><li>Interpersonal Intelligence - socializer </li></ul><ul><li>Intrapersonal Intelligence - individualizer </li></ul><ul><li>Naturalist Intelligence – nature lover </li></ul>Gardner, 1983
  • 11. The Music Lover <ul><li>Musical-Rhythmic Learner </li></ul><ul><li>Shows sensitivity to rhythm, melody, and sound </li></ul><ul><li>Notices non-verbal sounds in the environment </li></ul><ul><li>Learns more easily if sung or tapped out. </li></ul><ul><li>Musical intelligence develops very early </li></ul><ul><li>Most closely aligned to the verbal/linguistic </li></ul>End-state: composer
  • 12. The Word Player <ul><li>Verbal Linguistic Learner </li></ul><ul><li>Uses words effectively </li></ul><ul><li>Has highly-developed auditory skills </li></ul><ul><li>Enjoys reading, playing word games, and writing </li></ul><ul><li>Has good memory for verse, lyrics, or trivia </li></ul><ul><li>Preschool age great for repetition and memorization </li></ul>poet
  • 13. The Questioner <ul><li>Logical-Mathematical Learner </li></ul><ul><li>Thinks conceptually and abstractly </li></ul><ul><li>Is able to see and explore patterns and relationships </li></ul><ul><li>Enjoys reasoning, calculating, playing logic games, solving puzzles. </li></ul><ul><li>Likes brain teasers, logical puzzles, and strategy games. </li></ul>scientist
  • 14. The Mover <ul><li>Bodily-Kinesthetic Learner </li></ul><ul><li>Likes movement </li></ul><ul><li>Communicates well through body language </li></ul><ul><li>Enjoys physical activity </li></ul><ul><li>Excels at hands-on learning </li></ul><ul><li>Processes knowledge through bodily sensations – moving, touching, manipulation, role plays, creative movement </li></ul>dancer
  • 15. The Visualizer <ul><li>Visual-Spatial Learner </li></ul><ul><li>Thinks in terms of physical space </li></ul><ul><li>Notices images and thinks in pictures </li></ul><ul><li>Learns best through drawings, designs, and imagery </li></ul><ul><li>Likes mazes, jigsaw puzzles, films, diagrams, maps, charts </li></ul>architect
  • 16. The Nature Lover <ul><li>Naturalistic Learner </li></ul><ul><li>Sensitivity to the world of nature </li></ul><ul><li>Demonstrates ability to empathize with animals </li></ul><ul><li>Enjoys working with plants, (gardening, farming and horticulture </li></ul><ul><li>Has a natural sense of science and natural living energy forces (weather and physics) </li></ul><ul><li>Enjoys cooking and working with products of nature </li></ul><ul><li>Sees patterns in nature </li></ul>botanist
  • 17. The Individual <ul><li>Intrapersonal Learner </li></ul><ul><li>Is in tune with their personal inner feelings, moods, and motivations </li></ul><ul><li>Has an accurate picture of personal strengths and limitations </li></ul><ul><li>Has capacity for self-discipline </li></ul><ul><li>Learns best through independent study and introspection </li></ul>Reflective Individual
  • 18. The Socializer <ul><li>Interpersonal Learner </li></ul><ul><li>Enjoys interacting with others </li></ul><ul><li>Learns best through group activities </li></ul><ul><li>Sensitivity to facial expressions, voice and gestures and has ability to respond effectively to those cues </li></ul><ul><li>Understands and cares about people </li></ul><ul><li>Likes to socialize </li></ul>leader
  • 19. Celebrate Diversity! <ul><li>“ Children are not a can of baked beans… Standardized in the cooking and canning process” </li></ul><ul><li>Avoid the assembly line model of education in which products have little variability and uniformity is a virtue </li></ul>

×