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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
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Multiple Intelligences

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  • 1. MULTIPLEINTELLIGENCES Practice II - UNLPam Student-teachers: Martin, Melisa Paci, Ma. Belén
  • 2. “MULTIPLE INTELLIGENCES MODEL”•Based on the work of Howard Gardner (1993).•Characterizes the ways in which learners are unique (dealing with learner differences).•Challenges traditional IQ tests.
  • 3. STUDENTS HAVE DIFFERENT STRENGTHS* data-gatherers: fluent but accurate* rule-formers: more accurate but often speak haltingly.Hatch (1974) distinguishes between learners who are:
  • 4. HOWARD GARDNER (1983)"...teachers who recognize the Multiple Intelligences of their students acknowledge that students bringwith them specific and unique strengths, which are often not taken into account in classroomsituations..."
  • 5. HOWARD GARDNER...Theorized that individuals have at least seven (7) distinct intelligences...1- Logical/mathematical the ability to use numbers effectively, to see abstract patterns, and to reason well.2- Visual/spatial the ability to orient oneself in the environment, to create mental images, and sensitivity to shape, size, colour.
  • 6. 3- Body/kinesthetic the ability to use ones body to express oneself and to solve problems.4- Musical/rhythmic an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody.
  • 7. 5- Interpersonal the ability to understand another persons moods, feelings, motivations, and intentions.6- Intrapersonal the ability to understand oneself and to practice self-discipline7- Verbal/linguistic the ability to use language effectively and creatively.
  • 8. Although everyone might possess the seven intelligences, they are NOT equally developed in any one individual.- Categorise the activities in the classroom according to intelligence typeOR- Plan lessons to represent the different intelligences.
  • 9. Christison (1996) and Armstrong (1994) TYPE OF ACTIVITIES INTELLIGENCELogical/mathemical Puzzles and gamesVisual/spatial Charts, grids and videosBody/kinesthetic hands-on activities, pantomimeMusical/rhythmic singing, playing musicInterpersonal pairwork, project work, group- problem solvingIntrapersonal self-evaluation, options for homeworkVerbal/linguistic note-taking, story telling, debates
  • 10. AN EIGHTH INTELLIGENCENot every intelligence has to be present in every lesson plan. Gardner added an 8th intelligence"The Naturalist": it refers to someone knowledgeable about and comfortable in the natural world.
  • 11. TO REFLECT UPON Does it make sense todiversify your instructional practices in order to accommodate yourstudents learning styles or multiple intelligences?
  • 12. AS FUTURE TEACHERS...It may be useful to be reminded about the unique qualities of each of our students.

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