Multiple Intelligences

Slide 1: Multiple Intelligences: A Presentation by Joan Vinall-Cox

Slide 2: Multiple Intelligences: Seeing Smarts Differently

Slide 3: The I. Q.: a predictor of success? • The Intelligence Quotient: What is it? • What does it measure? • What does it predict? – Howard Gardner’s Response to the answers

Slide 4: The ‘Types’ and Cliques in high school The T alk er s The Nerds The Arts Sorts The Co llecto rs The Jocks The M usic T ypes The Co n Artists The 'Deep' Ones

Slide 5: Definition of Intelligence From Multiple Intelligences: The Theory in Practice, p. 7 "The ability to solve problems, or to fashion products, that are valued in one or more cultural community settings."

Slide 6: Criteria of Intelligence: Eight ’Signs' of an Intelligence according to Howard Gardner

Slide 7: The Eight ’Signs' of an Intelligence • Potential isolation by brain damage • The existence of Idiot Savants, Prodigies, and other exceptional individuals

Slide 8: The Eight ’Signs' of an Intelligence • An identifiable core operation or set of operations • A distinctive developmental history, along with a definable set of expert 'end-state' performances

Slide 9: The Eight ’Signs' of an Intelligence An evolutionary history and evolutionary plausibility

Slide 10: The Eight ’Signs' of an Intelligence • Support from experimental psychological tasks • Support from psychometric findings

Slide 11: The Eight ’Signs' of an Intelligence Susceptibility to encoding in a symbol system

Slide 12: The Eight (9?) Intelligences Linguistic Mathematical Visual/Spatial Musical Kinesthetic Naturalist Interpersonal Intrapersonal Existential

Slide 13: The ‘Containing’ Intelligences • Two Intelligences determine the effective use of the others – the Interpersonal Intelligence – the Intrapersonal Intelligence

Slide 14: Multiple Intelligences The Personal Intelligences: Interpersonal Intrapersonal Linguistic Mathematical Visual/Spacial Kinesthetic Musical Naturalist Existentialist

Slide 15: Intrapersonal • awareness of one's own feelings, emotions, goals, motivations • helps individuals – to distinguish among their own feelings, – to build accurate mental models of themselves, and – to draw on these models to make decisions about their lives.

Slide 16: Interpersonal • awareness of others' feelings, emotions, goals, motivations • enables individuals – to recognize and make distinctions about others' feelings and intentions. – To thrive on small-group work • Seen in – Teachers, parents, politicians, psychologists and salespeople

Slide 17: Linguistic • syntax, phonology, semantics, pragmatics • Allows individuals – to communicate and make sense of the world through language. – Poets exemplify this intelligence in its mature form. • Seen in – students who enjoy playing with rhymes, who pun, who always have a story to tell

Slide 18: Musical • pitch, rhythm, timbre • allows people – to create, communicate, and understand meanings made out of sound. • Seen in – students who seem particularly attracted by the birds singing outside the classroom window or – Students who constantly tap out intricate rhythms on the desk with their pencils.

Slide 19: Logical-mathematical • number, categorization, relations • enables individuals – to use and appreciate abstract relations • Seen in – students who "live" baseball statistics – students who carefully analyze the components of problems – Students who systematically test solutions

Slide 20: Spatial • accurate mental visualization, mental transformation of images • Allows people – to perceive visual or spatial information, – to transform this information, and – to recreate visual images from memory. • Seen in – architects, sculptors, and engineers

Slide 21: Bodily-kinesthetic • control of one's own body, control in handling objects – large & small motor • allows individuals – to use all or part of the body to create products or solve problems • Seen in – Athletes, surgeons, dancers, choreographers, and crafts people

Slide 22: Naturalist • recognition and classification of objects in the environment • allows people – to distinguish among, classify, and use features of the environment. • Seen in – Farmers, gardeners, botanists, geologists, florists, and archaeologists – Students who can name and describe the features of every make of car around them

Slide 23: Existential Intelligence? • manifest in people who are concerned with fundamental questions of existence ?

Slide 24: Definition of Intelligence From Multiple Intelligences: The Theory in Practice, p. 7 "The ability to solve problems, or to fashion products, that are valued in one or more cultural community settings."

Slide 25: Howard Gardner The performances of understanding that truly matter are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill.