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Multiple Intelligences
Multiple Intelligences <ul><li>Howard Gardner  in  Frames of minds  (1983)  put forth a Multiple Intelligences theory that...
Three Fundamental Propositions <ul><li>Intelligence is not unitary. </li></ul><ul><li>Intelligence is not fixed. </li></ul...
What is an intelligence? <ul><ul><li>“ … ability to solve problems or fashion products that are of consequence in a partic...
The Eight Functions  of Intelligences <ul><li>Survival </li></ul><ul><li>Skills </li></ul><ul><li>Perceptiveness </li></ul...
The Eight Intelligences <ul><li>Verbal/Linguistic </li></ul><ul><li>Logical/Mathematical  </li></ul><ul><li>Visual/Spatial...
<ul><li>Bodily/Kinesthetic </li></ul><ul><li>Naturalist  </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal  ...
The Eight Intelligences
Verbal/Linguistic Intelligence <ul><li>The ability to use words and language. </li></ul><ul><li>highly developed auditory ...
<ul><li>Skills: </li></ul><ul><li>Listening, speaking, writing, story telling, explaining, teaching, using humor, understa...
Logical/Mathematical Intelligence <ul><li>The ability to use reason, logic and numbers.  </li></ul><ul><li>think conceptua...
<ul><li>always curious about the world around them. </li></ul><ul><li>ask lots of questions. </li></ul><ul><li>Like to do ...
Logical / Mathematical Intelligence <ul><li>Skills:  </li></ul><ul><li>Problem solving, classifying and categorizing infor...
Visual/Spatial Intelligence <ul><li>The ability to perceive the visual. </li></ul><ul><li>tend to think in pictures. </li>...
Visual / Spatial Intelligence <ul><li>Skills: </li></ul><ul><li>Puzzle building, reading, writing, understanding charts an...
Musical / Rhythmic Intelligence <ul><li>The ability to produce and appreciate music. </li></ul><ul><li>think in sounds, rh...
Musical / Rhythmic Intelligence <ul><li>Skills: Singing, whistling, playing musical instruments, recognizing tonal pattern...
Bodily / Kinesthetic Intelligence <ul><li>The ability to control body movements and handle objects skillfully.   </li></ul...
<ul><li>able to remember and process information through interacting with the space around them. </li></ul>
Bodily / Kinesthetic Intelligence <ul><li>Skills: Dancing, physical co-ordination, sports, hands on experimentation, using...
Naturalist Intelligence <ul><li>The ability to understand environmental interdependence and appreciate plants, flowers, tr...
<ul><li>attracted to any type of natural stimuli, including plants, animals, clouds, minerals, rocks, land formations, or ...
Naturalist Intelligence <ul><li>Skills: Analyzing similarities and differences, caring for plants, gardens, pets, wild ani...
Interpersonal Intelligence <ul><li>The ability to relate and understand others.   </li></ul><ul><li>try to see things from...
<ul><li>are great organizers and try to maintain peace in group settings and encourage co-operation.  </li></ul><ul><li>us...
Interpersonal Intelligence <ul><li>Skills: Seeing things from other perspectives  (dual-perspective), listening, using emp...
Intrapersonal Intelligence <ul><li>The ability to self-reflect and be aware of one's inner state of being. </li></ul><ul><...
Intrapersonal Intelligence <ul><li>Skills: Recognizing their own strengths and weaknesses, reflecting and analyzing themse...
Three Visions for Education <ul><li>Matching, </li></ul><ul><li>Stretching,  </li></ul><ul><li>Celebrating MI </li></ul>
Matching <ul><li>Matching instructional strategies with students’ intelligences </li></ul><ul><li>The more ways we teach, ...
Stretching <ul><li>Nurturing the development of each intelligence. </li></ul><ul><li>Helping students stretch every facet ...
Celebrating <ul><li>Respecting others’ unique pattern of intelligences and appreciating differences. </li></ul><ul><li>Hon...
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04 Multiple Intelligences (Final Presentation)

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every child is intelligent your job is to find what kind of intelligence he has

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Transcript of "04 Multiple Intelligences (Final Presentation)"

  1. 1. Multiple Intelligences
  2. 2. Multiple Intelligences <ul><li>Howard Gardner in Frames of minds (1983) put forth a Multiple Intelligences theory that suggests that an array of different kinds of intelligences exist in human beings. </li></ul>
  3. 3. Three Fundamental Propositions <ul><li>Intelligence is not unitary. </li></ul><ul><li>Intelligence is not fixed. </li></ul><ul><li>Intelligence is not fully measured by IQ tests. </li></ul>
  4. 4. What is an intelligence? <ul><ul><li>“ … ability to solve problems or fashion products that are of consequence in a particular cultural setting or community. </li></ul></ul><ul><ul><li>(Gardner,1983) </li></ul></ul>
  5. 5. The Eight Functions of Intelligences <ul><li>Survival </li></ul><ul><li>Skills </li></ul><ul><li>Perceptiveness </li></ul><ul><li>Problem Solving </li></ul><ul><li>Communication </li></ul><ul><li>Creativity </li></ul><ul><li>Knowledge </li></ul><ul><li>wisdom </li></ul>
  6. 6. The Eight Intelligences <ul><li>Verbal/Linguistic </li></ul><ul><li>Logical/Mathematical </li></ul><ul><li>Visual/Spatial </li></ul><ul><li>Musical /Rhythmic </li></ul><ul><li>Word Smart </li></ul><ul><li>Logical/Math </li></ul><ul><li>Smart </li></ul><ul><li>Art/Space Smart </li></ul><ul><li>Music Smart </li></ul>
  7. 7. <ul><li>Bodily/Kinesthetic </li></ul><ul><li>Naturalist </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Body Smart </li></ul><ul><li>Nature Smart </li></ul><ul><li>People Smart </li></ul><ul><li>Self Smart </li></ul>
  8. 8. The Eight Intelligences
  9. 9. Verbal/Linguistic Intelligence <ul><li>The ability to use words and language. </li></ul><ul><li>highly developed auditory skills. </li></ul><ul><li>elegant speakers. </li></ul><ul><li>think in words rather than pictures. </li></ul>William Shakespeare (1564 – 1611)
  10. 10. <ul><li>Skills: </li></ul><ul><li>Listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage. </li></ul>Verbal/Linguistic Intelligence
  11. 11. Logical/Mathematical Intelligence <ul><li>The ability to use reason, logic and numbers. </li></ul><ul><li>think conceptually in logical </li></ul><ul><li>and numerical patterns. </li></ul><ul><li>make connections between </li></ul><ul><li>pieces of information. </li></ul>Albert Einstein (1879-1955)
  12. 12. <ul><li>always curious about the world around them. </li></ul><ul><li>ask lots of questions. </li></ul><ul><li>Like to do experiments. </li></ul>
  13. 13. Logical / Mathematical Intelligence <ul><li>Skills: </li></ul><ul><li>Problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes </li></ul>
  14. 14. Visual/Spatial Intelligence <ul><li>The ability to perceive the visual. </li></ul><ul><li>tend to think in pictures. </li></ul><ul><li>need to create vivid mental </li></ul><ul><li>images to retain information. </li></ul><ul><li>enjoy looking at maps, </li></ul><ul><li>charts, pictures, videos, and movies. </li></ul>Michelangelo (1475-1564)
  15. 15. Visual / Spatial Intelligence <ul><li>Skills: </li></ul><ul><li>Puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images. </li></ul>
  16. 16. Musical / Rhythmic Intelligence <ul><li>The ability to produce and appreciate music. </li></ul><ul><li>think in sounds, rhythms </li></ul><ul><li>and patterns. </li></ul><ul><li>immediately respond to </li></ul><ul><li>music either appreciating or </li></ul><ul><li>criticizing what they hear. </li></ul><ul><li>extremely sensitive to </li></ul><ul><li>environmental sounds (e.g. </li></ul><ul><li>crickets, bells, dripping taps.) </li></ul>Ustad Nusrat Fateh Ali Khan (1948-1997)
  17. 17. Musical / Rhythmic Intelligence <ul><li>Skills: Singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music. </li></ul>
  18. 18. Bodily / Kinesthetic Intelligence <ul><li>The ability to control body movements and handle objects skillfully. </li></ul><ul><li>express themselves through </li></ul><ul><li>movement. </li></ul><ul><li>have a good sense of balance </li></ul><ul><li>and eye-hand co-ordination. </li></ul>Sir Edmund Hillary
  19. 19. <ul><li>able to remember and process information through interacting with the space around them. </li></ul>
  20. 20. Bodily / Kinesthetic Intelligence <ul><li>Skills: Dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body. </li></ul>
  21. 21. Naturalist Intelligence <ul><li>The ability to understand environmental interdependence and appreciate plants, flowers, trees and animals. </li></ul>Steve Irwin (1962-2006)
  22. 22. <ul><li>attracted to any type of natural stimuli, including plants, animals, clouds, minerals, rocks, land formations, or chemicals. </li></ul>
  23. 23. Naturalist Intelligence <ul><li>Skills: Analyzing similarities and differences, caring for plants, gardens, pets, wild animals, collecting plants, insects, rocks, discovering patterns in nature, predicting the weather, protecting the environment, recognizing species, rocks, stars and clouds, taming and training animals. </li></ul>
  24. 24. Interpersonal Intelligence <ul><li>The ability to relate and understand others. </li></ul><ul><li>try to see things from other </li></ul><ul><li>people's point of view in order to </li></ul><ul><li>understand how they think and </li></ul><ul><li>feel. </li></ul><ul><li>often have an uncanny ability </li></ul><ul><li>to sense feelings, intentions and </li></ul><ul><li>motivations. </li></ul>Martin Luther King Jr. (1929-1968)
  25. 25. <ul><li>are great organizers and try to maintain peace in group settings and encourage co-operation. </li></ul><ul><li>use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to communicate. </li></ul>
  26. 26. Interpersonal Intelligence <ul><li>Skills: Seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. </li></ul>
  27. 27. Intrapersonal Intelligence <ul><li>The ability to self-reflect and be aware of one's inner state of being. </li></ul><ul><li>try to understand their </li></ul><ul><li>inner feelings, dreams, relationships with others, and strengths and weaknesses. </li></ul>Allama Iqbal (1877-1938)
  28. 28. Intrapersonal Intelligence <ul><li>Skills: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others. </li></ul>
  29. 29. Three Visions for Education <ul><li>Matching, </li></ul><ul><li>Stretching, </li></ul><ul><li>Celebrating MI </li></ul>
  30. 30. Matching <ul><li>Matching instructional strategies with students’ intelligences </li></ul><ul><li>The more ways we teach, the more students we reach – </li></ul><ul><li>And the more ways we reach each! </li></ul>
  31. 31. Stretching <ul><li>Nurturing the development of each intelligence. </li></ul><ul><li>Helping students stretch every facet of every intelligence- </li></ul><ul><li>Making students smarter in many ways! </li></ul>
  32. 32. Celebrating <ul><li>Respecting others’ unique pattern of intelligences and appreciating differences. </li></ul><ul><li>Honoring uniqueness and celebrating diversity – Asking not how smart we are, but how we are smart! </li></ul>
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