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.

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

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

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

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

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)

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.

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)

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)

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

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.

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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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