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Howard Gardner



Multiple Intelligences

Multiple Intelligences



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    Howard Gardner Howard Gardner Presentation Transcript

    • Howard Gardner Multiple Intelligences WilsonWeb Copyright 1997-1999 H.W. Wilson Company Created By: Cheryl Capozzoli & Tony DiMatteo
    • Gardner’s Life
      • Jewish parents who were refugees that fled from Germany in 1938
      • Howard Earl Gardner born July 11, 1943 in Scranton, PA
      • His older brother killed in a sledding accident
      • A good student
      • A pianist and thought it could be a professional career
      • Married to Ellen Winner
      • Has four children
      • Enjoys traveling and a range of art forms.
    • Gardner’s Education
        • Attended Preparatory School in Kingston, Pennsylvania
        • Attended Harvard College - studied history preparing for a law career
        • 1965 - Graduate Gardner received his B.A. summa cum laude in Social Relations from Harvard College
        • 1971 - Ph.D. in Developmental Psychology from Harvard University
    • Gardner’s Career
          • 1972 - Boston V.A. Hospital, research psychologist
          • 1973- Harvard University, Co-director of Project Zero
            • (a research group that studies human cognition and focuses mainly on the arts)
          • 1979 - Professor of Medicine Boston Univ. School of Medicine
          • 1986 - Professor of Education at Harvard Graduate School of Education
          • 1984 – Professor of Neurology at Boston University School of Medicine
    • Some of Gardner’s Publications
      • The Arts and Human Development (1973)
      • Art, Mind, and Brain: A Cognitive Approach to Creativity (1982)
      • Frames of Mind: The Theory of Multiple Intelligence (1983)
      • The Unschooled Mind: How Children Think and How Schools Should Teach (1991)
      • Multiple Intelligences: The Theory in Practice (1993)
      • Changing the World: A Framework for the Study of Creativity(1994)
      • Who Owns Intelligence? (1999)
      • Book Publications http:// adulted.about.com/gi/dynamic/offsite.htm?site =http%3A%2F%2Fteachers.net%2Farchive%2Fgardner092899.html
    • A Definition of Multiple Intelligences
          • A psychological theory about the mind.
          • Human beings learn in various levels of intelligences
          • Eight different human intelligences.
          • Humans learn, remember, perform, and understand in different ways and have all of these intelligences
          • Most intelligence tests only identify general intelligence (language/logic)
          • Genetics, environment, and experiences influence one’s level of intelligences
          • Multiple Intelligences is a tool not a goal
          • All humans possess these intelligences, but each person owns their unique learning style combination
    • Gardner’s Theory of Multiple Intelligences
      • This theory is based on Gardner’s belief that “students have
      • very different minds and they learn, remember, perform, and
      • understand in various ways.”
      • ( The Distance Learning Technology Resource Guide," by Carla Lane )
        • Visual/Spatial
        • Bodily-kinesthetic
        • Musical-Rhythmic
        • Logical- Mathematical
        • Interpersonal
        • Intrapersonal
        • Linguistic- Verbal
        • Naturalistic
            • Other Possible Intellingences
            • (moral, spiritual, existential)
    • Visual/Spatial
      • Characteristics of learner:
        • Aware of their environments or their physical space
        • Like drawing, puzzles, mazes, and even daydreaming
        • Can be taught through drawings, verbal, and physical imagery
        • Think in images and pictures
        • Might like to build with Lego
      • Teaching tools might include:
        • Models
        • Charts
        • Photographs and drawings
        • 3-D modeling
        • Video and videoconferencing
        • Multimedia
        • Texts with pictures/charts/graphs.
    • Bodily/Kinesthetic
      • Characteristics of learner:
      • Process knowledge through the senses
      • Use the body effectively – (athletes, dancers)
      • Awareness of body position in space and timing
      • Like movement, making things, and touching
      • Use body language to communicate.
      • Learn best by acting things out or with hands-on experiences
      • Teaching tools might include:
      • Physical activities
      • Hands-on learning
      • Acting out, role playing
      • Tools include equipment and real objects (computers, athletic equipment, microscopes, maps, clay, puppets)
    • Musical/Rhythmic
      • Characteristics of learner:
      • Learns through songs and music
      • Quiet
      • Aware of sounds around them
      • Good listeners and can discriminate sounds, sensitive to rhythm and sound
      • Tap or drum constantly
      • Study better with music in the background
      • Teaching tools might include:
      • Musical activities
      • Singing, rapping, put words into lyrics
      • Tools include musical or computer equipment (multimedia software, musical instruments, radios, CDs, mp3, MIDI, & videodiscs)
    • Interpersonal
      • Characteristics of learner:
      • Leaders
      • Good communicators
      • Understand others and their feelings
      • Learn through interactions with others
      • Street smart
      • Has many friends
      • Teaching tools might include:
      • Cooperative group activities
      • Constructivist approach
      • Dialogues and seminars
      • Tools include computers and internet, telephones, Email, video and computer conferencing
    • Intrapersonal
      • Characteristics of learner:
      • Shy
      • Independent
      • Know their inner feelings
      • Strong willed, confident, and self-motivated
      • Has strong opinions
      • Teaching tools might include:
      • Independent learning situations
      • Independent projects and activities
      • Provide alone or quiet time for learner
      • Various writing exercises where personal opinions are offered
      • Books, journals, diaries.
    • Logical/Mathematical
      • Characteristics of learner:
      • Demonstrates logical intelligence
      • Like patterns, measuring, categorizing, and analyzing concepts
      • Enjoys strategic games and experimentation
      • Critical thinkers over analyze
      • Good problem solvers
      • Usually like Science and Math
      • Love sports statistics
      • Teaching tools used might include:
      • Problem solving activities
      • Hands-on science experimentation
      • Strategic, logical, mathematical games
      • Exploration of patterns
      • Read and solve mysteries
    • Linguistic/Verbal
      • Characteristics of learner:
      • Demonstrates highly developed auditory skills
      • Demonstrates a mastery of native language and can quickly acquire other languages
      • Likes to express himself in written stories, poems, rhymes, and puns
      • Enjoys playing word games like crossword puzzles
      • Reads and sees words
      • Uses language to remember concepts
      • Teaching tools might include:
      • Speaking activities - presentations, debates
      • Writing activities - short stories, poems essays, reports
      • Original self- expression
      • Computers, books, tape recorders, videos, multimedia software
      • Desktop publishing, and word processing software
      • Lectures
    • Naturalistic
      • Characteristics learner:
      • Demonstrates an interest in the environment
      • Recognizes and classifies various features in their environment
      • Can describe details about things in their environment
      • Enjoys being in the outdoors and interacting with the living and nonliving features
      • Are usually florists, botanists, farmers, hunters, archeologists, gardeners, or environmentalists
      • Teaching tools might include:
      • Outdoor Education - field trips
      • Bring environment into the classroom - experimentation
      • Classification activities
      • Videos, computer software based on environmental issues
      • Environmental Education activities and experiments
    • How Technology Enhances Multiple Intelligences
      • Check out some good examples of
      • how to incorporate technology into
      • Your lesson plans to help engage all
      • types of learners.
      • America Tomorrow
    • Take the Multiple Intelligence Test
      • SPAN
      • Statewide Parent Advocacy Network
      • Identify your multiple intelligences styles by take the test located at this site.
      • Identify your students multiple intelligences so that you can develop sound lesson plans for individual learning styles.
      • Check out some Examples of Learning Styles and what they indicate about you and your students.
    • Impact on Today’s Curriculum
      • Educators- Strong Positive Response
      • Some schools looked to structure curriculum according to intelligences.
      • Some schools tried to design classrooms to reflect the understandings of Gardner.
    • Impact on Today’s Curriculum
      • Teaching Techniques
      • Students think and learn in many different ways.
      • Provides educators with framework for organizing and reflection on curriculum assessment and pedagogical practices.
      • Approach meets needs of class learners.
    • Impact on Today’s Curriculum
      • Alternative Ways of Thinking for Educators
      • A broad vision of education- teachers need to attend to all intelligences.
      • Developing local and flexible programs.
      • Looking to how morality and intelligence work together.
    • Impact on Today’s Curriculum
      • Gardner’s Educational Philosophy
      • Cover too much material dooms the achievement of understanding.
      • Most likely to enhance understanding if we probe deeply in a small number of topics.
    • Key School
      • First school in world organized around Multiple Intelligneces
      • Theory.
      • Gardner- psychologist not an educator, did not know best
      • ways to teach a class or run a school.
    • Using Multiple Intelligences Theory for Assessment
      • Original Research
        • Desire to get away from tests.
        • Look at Naturalistic sources of information. How people develop skills is important to their way of life.
        • Intelligence, on one level, is not adequate measure of a person’s intellectual abilities.
    • Using Multiple Intelligences Theory for Assessment
      • Added Research
      • Project Spectrum- goal to create a set of measures where by one could ascertain the intellectual profile of young children.
      • Practical Intelligences for School- developed a set of curriculum and assessment for middle school curriculum
      • Project Zoo- work on design of performance based assessments, education for understanding, and the use of multiple intelligences to achieve more personalized curriculum, instruction, and assessment
    • Using Multiple Intelligences Theory for Assessment
      • Multiple Intelligence should not in and of itself be an educational goal.
    • Gardner’s Works
    • Gardner’s Future Work
      • Propose new intelligences- sexual, digital.
      • How the intelligences can best be mobilized to achieve specific pedagogical goals.
      • Explore the ways in which societal activities and domains of knowledge emerge and become periodically reconfigured.
    • Gardner’s Future Work
      • Multiple Intelligence Theory’s reliance on biological evidence.
      • Biological basis of Multiple Intelligence Theory needs urgently to be brought up to date.
    • Web Site References
      • NEA
      • America Tomorrow
      • SPAN - http:// www.spannj.org /BasicRights/index.html
      • ERIC Digest - http://www.ericfacility.net/ericdigests/ed410226.html
      • SUMIT- http :// www.pz.harvard.edu.SUMIT /MISUMIT,HTM
      • Swopnet - http://www.swopnet.com/ed/TAG/7_Intelligences.html
      • Multiple Intelligences after Twenty Years http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf
      • Photo - WilsonWeb Copyright 1997-1999 H.W. Wilson Company
      • Wav Files - Wisconsin Education Association
      • Gardner, Howard Earl (1943- ) Gale Encyclopedia of Psychology by Marie Doorey
      • Indiana University Human Intelligence http://www.indiana.edu/%7Eintell/gardner.shtml
      • A Good Instructional
      • Resource