Mitech

Multiple Intelligences and Multimedia Technology How do we learn to understand the world around us?

Multiple Intelligences
Diverse preferred modes of learning for each individual
Different ways of information processing
Result of years of scientific brain research
Stroke victims
Accident victims
Alzheimers patients
Gardner 1983

Definition of Intelligence
The ability to solve problems that one encounters in real life
The ability to generate new problems to solve
The ability to make something or offer service that is valued within one’s culture
Howard Gardner Gardner, 1983

Research Findings
Intelligence is not fixed at birth. It changes and grows through life. It can be improved and expanded.
Intelligence can be taught and improved by activating levels of perception.
Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system.
A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence.
Most persons possess all intelligences – but in varying strengths (at varying times)
Gardner, 1983

How can we help our children develop their intelligences?
Stage 1: Awaken - trigger the intelligence
Stage 2: Amplify - strengthen by practice
Stage 3: Teach - learn and acquire specific knowledge
Stage 4: Transfer the intelligence to real life - Knowing how to live in the real world
Neurons (brain cells) make connections between different parts of the brain.

Frames of Mind
“ The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals”
Intelligence is changeable – not stagnant
Genetics influences intelligence
BUT providing a nurturing, positive, and stimulating learning environment is very important!
Unique Gardner, 1983

Eight Intelligences
Verbal-Linguistic Intelligence – word player
Logical-Mathematical Intelligence - questioner
Bodily-Kinesthetic Intelligence - mover
Visual-Spatial Intelligence - visualizer
Musical-Rhythmic Intelligence – music lover
Interpersonal Intelligence - socializer
Intrapersonal Intelligence - individualizer
Naturalist Intelligence – nature lover
Gardner, 1983

The Word Player
Verbal Linguistic Learner
Uses words effectively
Has highly-developed auditory skills
Enjoys reading, playing word games, and writing
Has good memory for verse, lyrics, or trivia
Great for repetition and memorization when young
Technologies
Web 2.0 tools – blogs, wikis, twitter
Social networking – Facebook/My Space
Email/texting
Word processors
Desktop publishing,
Programs for creating poetry
Multimedia authoring
Audio/video recording
poet

The Questioner
Logical-Mathematical Learner
Thinks conceptually and abstractly
Is able to see and explore patterns and relationships
Enjoys reasoning, calculating, playing logic games, solving puzzles.
Likes brain teasers, logical puzzles, and strategy games.
Technologies
Database
Spreadsheet
Problem-solving software
Strategy games
Multiplayer video games
Simulations
Calculators
Multimedia authoring
scientist

The Visualizer
Visual-Spatial Learner
Thinks in terms of physical space
Notices images and thinks in pictures
Learns best through drawings, designs, and imagery
Likes mazes, jigsaw puzzles, films, diagrams, maps, charts
Technologies
Drawing and paint programs
Reading programs with visual clues
Color coding
Programs/webs with maps, charts, diagrams
Spreadsheets and graphs
Multimedia and video
architect

The Music Lover
Musical-Rhythmic Learner
Shows sensitivity to rhythm, melody, and sound
Notices non-verbal sounds in the environment
Learns more easily if sung or tapped out.
Musical intelligence develops very early
Most closely aligned to the verbal/linguistic
Technologies
Programs/webs with stories with sound
Reading programs associating letters/sounds/music
Music and midi composition software
Multimedia
Audio and video
Karaoke
End-state: composer

The Mover
Bodily-Kinesthetic Learner
Likes movement
Communicates well through body language
Enjoys physical activity
Excels at hands-on learning
Processes knowledge through bodily sensations – moving, touching, manipulation, role plays, creative movement
Technologies
Wii & interactive video games
Simulations
Clickers, smart board touch screen, joystick, mouse or touchpad
Keyboarding and word processing
Animation programs
dancer

The Socializer
Interpersonal Learner
Enjoys interacting with others
Learns best through group activities
Sensitivity to facial expressions, voice and gestures and has ability to respond effectively to those cues
Understands and cares about people
Likes to socialize
Technologies
Social networking
Blogs, wikis, twitter
Group presentations using multimedia
Decision making programs
Multiplayer video games
Group video production
Texting
Smart phones
leader

The Individual
Intrapersonal Learner
Is in tune with their personal inner feelings, moods, and motivations
Has an accurate picture of personal strengths and limitations
Has capacity for self-discipline
Learns best through independent study and introspection
Technologies
Computer assisted instruction
Instructional games
Programs that build self-improvement skills and self-awareness
Brainstorming or problem solving software
Web 2.0 blog & wiki journals
Reflective Individual

The Nature Lover
Naturalistic Learner
Sensitivity to the world of nature
Demonstrates ability to empathize with animals
Enjoys working with plants, (gardening, farming and horticulture
Has a natural sense of science and natural living energy forces (weather and physics)
Enjoys cooking and working with products of nature
Sees patterns in nature
Technologies
Interactive real time weather and nature websites
Science programs and websites and software programs
Global ecology websites and advocacy organizations
Real time cameras and video sites
botanist

What knowledge is important today?
“ If knowledge doubles every year or two, we certainly cannot multiply the number of hours or teach twice as quickly. Some choice, some decisions about what can be omitted, is essential.”
The first dilemma:
What should be taught?
Howard Gardner – 2003
From Multiple Intelligences after Twenty Years
http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Howard Gardner
What should be highlighted: facts, information? data? If so, which of the countless facts that exist?
Subject matters and disciplines--if so, which ones?
Which science, which history?
Should we nurture creativity, critical thinking?
If there is to be an additional focus, should it be arts, technology, a social focus, a moral focus?

What Should be the Focus of Education?
What is Special about Human Beings
“ Human beings have done many terrible things but countless members of our species have done wonderful things as well: works of art, works of music, discoveries of science and technology , heroic acts of courage and sacrifice.
Our youngsters must learn about these achievements, come to respect them, have time to reflect about them (and what it took to achieve them) and aspire some day to achieve anew in the same tradition…or perhaps even to found a new tradition.”
Howard Gardner, 2003

How do we learn?
Bloom's Taxonomy Learning Domains
Cognitive - intellectual capability, ie., knowledge, or 'think'
Affective - feelings, emotions and behaviour, ie., attitude, or 'feel'
Pscyhomotor and Multisensory - manual and physical skills, ie., skills, or 'do'

How do we learn?
Bloom's Taxonomy Learning Domains
Cognitive intellectual capability knowledge 'think' Affective feelings emotions behavior attitude 'feel' Pscyhomotor Multisensory manual and physical skills 'do'

Learning Changes the Brain
Some kind of stimulus to the brain starts the learning process.
The stimulus is sorted and processed at several levels.
Results in formation of memory.
Either doing something we already know how to do - or we are doing something new.
Stimulation is doing something new - lighting up the brain scan.
Once a task is learned, the brain lights up less.
What we do know...

How Does the Brain Work?

Neuroscience
Technology paved the way for understanding more about how brain works.
Enabled researchers to understand and see inside the brain.
Brain scanners developed - Brain Imaging Technology
(MRI) Magnetic Resonance Imaging
(PET) Positron Emission Tomography – Radioactive glucose used to determine activity in different parts of the brain
(EEG) Electroencephalography – Electrodes give us readings about electrical output of the brain

Secret Life of the Brain
PBS Web - http://www.pbs.org/wnet/brain/index.html

The Left Brain versus the Right Brain Argument Simplification of a Very Complex Neurological System Go to Neuroscience for Kids

Two Cerebral Hemispheres Left and Right
Left Hemisphere
Processes things more in parts and sequentially
Musicians process music in left hemisphere
Right Hemisphere
Visual and performing arts have been considered right-brain "frills" but trained musicians and artists use more left-brain and novice musicians use more right.
Higher-level mathematicians, problem solvers, and chess players actually have more right-brained activity, but beginners use more left brain.

Drawing on the Right Side of the Brain
L-Mode (left brain)
The verbal, analytic mode
Step-by-step style of thinking
Using words, numbers and other symbols
Strings things out in sequences, like words in a sentence
R-Mode (right brain)
The visual, perceptual mode
Uses visual information and processes
All at once, like recognizing the face of a friend
Go to: http://www.drawright.com/ Betty Edwards Ways of Knowing and Seeing

"You have two brains: a left and a right. Modern brain scientists now know that your left brain is your verbal and rational brain; it thinks serially and reduces its thoughts to numbers, letters and words… Your right brain is your nonverbal and intuitive brain; it thinks in patterns, or pictures, composed of ‘whole things,’ and does not comprehend reductions, either numbers, letters, or words." From The Fabric of Mind, by the eminent scientist and neurosurgeon, Richard Bergland. Viking Penguin, Inc., New York 1985. p.1

The Lobes
Frontal Lobe
Area around your forehead
Involved in purposeful acts like judgment, creativity, problem solving, and planning .
Parietal Lobe
Top back area of the brain
Processes higher sensory and language functions
Temporal Lobe
Left and right side above and around the ears
Primarily responsible for hearing , memory, meaning, and language.
Some overlap in functions of the lobes.
Occipital Lobe
Back of the brain
Primarily responsible for vision

Stages of Development Through Sensory Experiences in the First Year
Brain Activity by Age

Brain Activity
Auditory Cortex
Visual Cortex
Frontal Cortex
Motor Cortex
thinking hearing seeing moving

The Resting Brain
PET Scans Show Brain Function
Four Different Slices of the Same Brain
Mapping of Cerebral Function
Resting Brain Shows No “hotspots”
http://www.crump.ucla.edu/software/lpp/clinpetneuro/function.html

Visual Activity
Subject exposed to visual stimulation consisting of both pattern and color.
Increased activity in the stimulated brain PET image (arrowhead).
Region of increased activity corresponds to the primary visual cortex.

Thinking Activity
Increased activity in the stimulated brain PET image (arrowhead).
Region of increased activity corresponds to the frontal cortex.

Motor or Kinesthetic Activity
Motor stimulation of the brain
Subject to hop up and down on his right foot.
Motor task of a movement of the right foot caused:
Cortical metabolic activation of the left motor strip (horizontal arrowhead)
Caused supplementary motor cortex (vertical arrow, top).
Cerebellum

Subject listened to some music.
Increased activity in the PET image containing the auditory cortex.
Nonverbal stimuli (music) predominantly activates the nondominant (right) hemisphere.
Simultaneous stimulation with language and music would cause a more bilateral activation of the auditory cortex.
Auditory Activity

https://brandman.blackboard.com	95
https://blackboard.brandman.edu	39

Mitech

by Carla Piper on Dec 29, 2010

Accessibility

Upload Details

Usage Rights

2 Embeds 134

Statistics

Mitech — Presentation Transcript