Your SlideShare is downloading. ×
Multiple Intelligence
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

Multiple Intelligence

2,931

Published on

Published in: Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,931
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
212
Comments
0
Likes
1
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 INTELLIGENCE
    • GROUP MEMBERS
    • NOR SALWA
    • MARLIZA
    • NOR AZILA
    • HAZILAH AINI
  • 2.
    • What is intelligence?
    • Capacity to learn and the
    • ability to apply that learning
    • Multiple intelligence (MI)?
    • According to Gardner there are 8 intelligences
    intelligence Emotional IQ Intelligence quotient (IQ)
  • 3.  
  • 4. WRONG CONCEPT ABOUT INTELLIGENCE
    • Intelligence is fixed
    • Each individual has only one type of intelligence
  • 5. WHAT IS THE MULTIPLE INTELLIGENCE THEORY?
    • Each individual has at least eight intelligence at different developmental levels
    • The different intelligence function together in a complex manner
    • Intelligences can be developed and changes throughout life
  • 6. HOW TO IDENTIFY INTELLIGENCES OF PUPILS
    • Observation of pupils when studying
    • Activities pupils like to do during free time
    • Achievement records and reports
    • Intelligence profiles of pupils
  • 7. Implications in educations
    • Help student to obtain skills for new millennium
    • Helps teacher understand influences on students intelligence
    • Set up school that accept and appreciate the different intelligences among students
  • 8. Linguistic intelligence
    • Capability and ability of human beings to use basic language operations clearly and systematically
    • Natural ability of pupils in acquiring, forming and processing language
    • Example :
    • Leading an oral discussion
    • Writing poem, story,letter
    • Keeping a journal/diary
    • Like to give opinions
  • 9. Pupils who have this intelligence : - have the capacity to think logically and recognize geometric and numerical numbers easily. - also refer to ability of pupils to apply inductive and deductive reasoning as well as to abstract problems. - can easily solve problems that involve numbers. LOGICAL MATHEMATICAL INTELLIGENCE
  • 10.
    • - like to find evidence for something that is unclear and like question about all the kinds of phenomena. - they can do mental mathematics and solve estimation questions easily. - like to use computers, calculators and calculating tools.
    • - possible occupation: scientist and mathematician.
  • 11.
    • APPLICATION IN T & L
    • - to increase the sensitivity and ability to discern numerical pattern as well as to handle long chains of reasoning, pupils should be taught with discovery method and use rational and creative thinking to solve mathematical problems.
  • 12. VISUAL-SPATIAL
    • - ability to create mental pictures and observe the world visually
    • - awareness of colour, line, shape and space
    • - ability to visualize graphically, spatially and orientate oneself in a space matrix.
  • 13. Kinesthetic intelligence
    • Capability t o control and interpret their body movements and objects their environment
    • Like to keep their physical and mental harmony in balance.
    • Like to play sport, cannot sit still in one place for a long time
    • Like to taking parts in sports
    • Have high handicraft skills
  • 14. RYTHMIC OR MUSICAL INTELLIGENCE
    • Pupils who have this intelligence:
    • - have the ability to create or interpret music.
    • - have the ability to play musical instruments and have capability to utilize the basic elements of music.
    • - very sensitive to rhythm, tones and the power of emotional music.
  • 15.
    • - in the school context, pupils can memorize musical lyrics easily.
    • - like to engage themselves in learning situations that are accompanied by music .
    • - possible occupation : composer and violinist.
  • 16. APPLICATION IN T & L
    • - to develop potential so as to produce and appreciate rhythm, pitch and timbre as well as to forms musical expressiveness, teachers should integrate music or rhythms with the teaching of mathematics, songs and languages, especially rhymes and verse.
  • 17. Intrapersonal
    • This area has to do with introspective and self-reflective capacities.
    • Those who are strongest in this intelligence are typically introverts and prefer to work alone.
    • They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy.
    • They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
    • Careers which suit those with this intelligence include philosophers, psychologists, theologians, writers and scientists.
  • 18. INTERPERSONAL
    • This area has to do with interaction with others.
    • People in this category are usually extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group.
    • They communicate effectively and empathize easily with others, and may be either leaders or followers.
    • They typically learn best by working with others and often enjoy discussion and debate.
    • Careers which suit those with this intelligence include politicians, managers, teachers, social workers and diplomats.
  • 19. Naturalist Intelligence
    • The ability to appreciate, care for, discriminate, recognize, categorize, analyze and be sensitive towards all flora, fauna and nature in general.
    • Suggested activities for teaching and learning:
      • Fields trips
      • Observation exercises
      • School garden/indoor garden
  • 20.
      • Compare and contrast objects
      • Keep-a-pet object
      • Science park
      • Natural world simulations
      • Species classification
  • 21. How you can incorporate MI in the teaching and learning process
    • Verbal-linguistic
    • How can I use verbal and written language
    • Visual – spatial
    • How can I use teaching that use visualization,art,colour and graphic organizers?
    • Logical-mathematical
    • How can I use numbers,calculations,classification,critical thinking?
    • Music
    • How can I use music,sounds,rhytmic elements and melody?
  • 22. How you can incorporate MI in the teaching and learning process
    • Kinesthetic
    • How can I incorporate movement and hands on activities
    • Interpersonal
    • How can I involve pupils in group work,peer sharing?
    • Intrapersonal
    • How can I encourage pupils to do self introspection about their feelings?
    • Naturalist
    • How can I bring nature into the classroom or take pupils out into natural environment?
  • 23.
    • “ All students can learn and succeed, but not all on the same day in the same way .”
    • William G. Spady

×