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Theory of Multiple Intelligences and the Merge with Edtech
- 1. Theory Of Multiple Intelligences (and the Merge with Edtech!) Authored by Adithya Ligory
- 2. Table of Contents ● Howard Gardner - A brief introduction ● Theory of Multiple Intelligences ● What are the intelligences? ● Applying the Theory of Multiple Intelligences ● Ed Tech - What it is, and where it is currently ● Edtech Implementation in the Classroom ● Merge of Multiple Intelligences and Edtech Gardner's theory provides a much needed corrective to the shortcomings of traditional psychometric approaches. Instead of probing the bases of bubble- sheet results, Gardner sought to illuminate the mental abilities underlying the actual range of human accomplishment that are found across cultures. Mindy Kornhaber We estimate that the speed of digitisation in education will be up to five times slower than has been seen in other sectors, due primarily to the increased number of gate keepers involved in digital transition decisions, teachers, institutions, governing bodies, districts and policy makers amongst a few". Benjamin Vedrenne-Cloquette, Co-Founder, EdTechXGlobal
- 3. Howard Gardner - A Brief Introduction Howard Earl Gardner is an American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at Harvard University. He is currently the senior director of Harvard Project Zero, and he has been the co-director of The Good Project. Gardner has written hundreds of research articles and thirty books that have been translated into more than thirty languages. He is best known for his Theory of Multiple Intelligences, as outlined in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Multiple intelligences are problem-solving capabilities. Students are encouraged to employ all these intelligences to solve a problem — read about it, analyze it, draw it, act it out, work to a rhythm, relate it to nature, talk about it, or reflect on it. Having multiple ways to solve a problem is beneficial particularly when problems are complex and require innovative thinking.
- 4. Theory of Multiple Intelligences - Definition Gardner broadly defined intelligence as - A biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture…Intelligences are not things that can be seen or counted. Instead, they are potentials—presumably, neural ones—that will or will not be activated, depending upon the values of a particular culture, the opportunities available in that culture, and the personal decisions made by individuals and/or their families, school teachers, and others. Source: https://bit.ly/2V7ltbw
- 5. What are the Intelligences? ● Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. ● Mathematical-Logical Intelligence: The ability to think conceptually and abstractly, and the capacity to discern logical or numerical patterns. ● Musical Intelligence: The ability to produce and appreciate rhythm, pitch and timbre. ● Visual-Spatial Intelligence: The capacity to think in images and pictures, to visualize accurately and abstractly. ● Bodily-Kinesthetic Intelligence: The ability to control one's body movements and to handle objects skillfully.
- 6. What are the Intelligences? ● Interpersonal Intelligence: The capacity to detect and respond appropriately to the moods, motivations and desires of others. ● Intrapersonal Intelligence: The capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. ● Naturalist Intelligence: The ability to recognize and categorize plants, animals and other objects in nature. ● Existential Intelligence: The sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die and how we got here.
- 7. Applying the Theory of Multiple Intelligences The Variation Approach When a teacher first begins instructions using strategies compatible with multiple intelligences, students will need to participate in a wide variety of experiences to learn about their preferences. The teacher's lessons will rotate among the intelligences. The Choice Approach If the students are widely varied in their preferred intelligence or unsure of their preferences, the teacher offers a choice in each of the intelligences to the students. The Bridge Approach If the intelligence demand is primarily in one intelligence, activities are focused on that intelligence. All students complete a specific activity together, and teachers offer bridging techniques to help students deal with the intelligence, and the content in a successful manner.
- 8. Edtech - What it is, and Where it is Currently Edtech is the use of technological processes and resources to improve education. ● Education technology is becoming a global phenomenon, and as distribution and platforms scale internationally, the market is projected to grow at 17.0% per annum, to $252bn by 2020. ● Mobile penetration, particularly smartphones, will be a game-changer towards delivering and supporting learning, and driving growth. ● The compound annual growth rate from 2014 to 2020 for all ed-tech and technology is projected to be 4.5 percent ● 86% of teachers think it is absolutely essential to use edtech ● 92% of teachers would like to use edtech even more ● Educators (in the U.S.) spend more than $3 billion per year on digital learning content ● On average, electronic teaching resources (e.g. textbooks) cost 33-35% less.
- 9. Edtech Implementation in the Classroom Augmented, virtual, and mixed reality are examples of transformative technology that enhance teacher instruction while simultaneously creating immersive lessons that are fun and engaging for the student. Grants and donations have outfitted classrooms with iPads and laptops. Google Chromebooks account for over half of the devices in US classrooms. In 2014, more than three million Chromebooks were used in educational institutions. Educators realize that their classrooms must mimic the workforce, which has inspired them to create collaborative-friendly spaces to facilitate student learning. 21st century classrooms use SMARTboards instead of chalkboards and pods of SMARTdesks instead of individual seating.
- 10. Edtech Implementation in the Classroom The use of AI in higher education has proven useful. Australia’s Deakin University used IBM Watson to create a virtual student advisory service that was available 24-hours a day, seven days a week. Watson’s virtual advisors fielded more than 30,000 questions in the first trimester, freeing up the actual advisors to handle more advanced issues. We are able to personalize learning more now than ever. From school choice — public, private, charter, virtual — to the options available for how a student learns, education can be tailor-made to suit each individual. Blended learning gives more responsibility to the student, as it involves less direct instruction from the teacher and more discovery-based methods of learning. Playing and learning collide when classrooms utilize gaming as an instructional tool. Gaming technology makes learning difficult subject matter more exciting and interactive. As the technology progresses, it is quickly being used to enhance educational games in every discipline.
- 11. Emerging Technology and Trends in the Classroom In fact, nearly 50% of respondents are using coding in the classroom, with another 33% using both game-based quests and robotics. As technology continues to make a home in physical and digital classrooms, schools and districts are becoming increasingly more interested in incorporating new education technologies.
- 12. Merge of Multiple Intelligences and Edtech ● Modern technology-enabled educational aids facilitate optimum use of multiple intelligences. ● Technology is the most suitable medium for students of 21st century: a medium conducive to their learning needs beyond classrooms depending upon their learning types. ● Project based learning and active learning methodology, which being the kernel of multiple intelligences, by and large depend on various technological aids. ● Effective delivery of content catering to all the nine intelligences depends on use of the most suitable technology. ● The learner-friendly environment of an MI classroom owes its appeal and effectiveness to optimum use of technology operated by students. ● Technology is a non-racist, unbiased, unprejudiced, amoral, egofree, hierarchy-free, neutral facilitator which assists the teacher as well as the students in the classroom. ● Technology offers something to everyone. Hence all nine learning types can find a suitable technology solution aligned to their learning needs.
- 13. The E-Learning Perspective Definition One way to think about e-learning is that it’s the use of electronic devices (computers, tablets, or phones) to deliver educational or training content to learners. Personalized education through an electronic environment is also known as e-learning. In order to achieve the learning capability, students need to have the knowledge of utilizing instructional technologies.
- 14. E-Learning Benefits ● Offers real time evaluation and feedback ● Offers greater access to expertise ● Offers leading edge content ● Offers scalability to newer and larger student environments ● Offers robust and consistent services ● Offers a higher learning retention ● Provides advancement of new technological educational tools ● Provides increased classroom participation ● Provides an opportunity for independent learning
- 15. What Does Elearning Responsible For? ● Logical mathematical – How can I bring in numbers? ● Linguistic – How can I use the spoken word? ● Spatial – How can I use visual aids? ● Musical – How can I bring in music? ● Bodily-kinaesthetic – How can I use the whole body? ● Interpersonal – How can I engage learners in group work? ● Intrapersonal – How can I evoke personal feelings? ● Naturalistic – How can I bring in nature? ● Existential – How can I bring in philosophical questions?
- 16. Elearning and Multiple Intelligences Combined Musical (or Rhythmic) Intelligence Appeal: Learning programs that include music or sound and the incorporation of multimedia elements. Linguistic Intelligence Appeal: Learning programs that include discussions and the implementation of forums or group-based learning situations. Mathematical (or Logical) Intelligence Appeal: Learning programs that include diagrams, charts, or tables and the incorporation of critical thinking situations. Kinesthetic (or Bodily) Intelligence Appeal: Learning programs that include situations that involve increased hand-eye- coordination and the incorporation of interactive situations that require physical movement.
- 17. Elearning and Multiple Intelligences Combined Spatial Intelligence Appeal: Learning programs that include activities depicting flow charts and graphics and the incorporation of visually appealing multimedia. Intrapersonal Intelligence Appeal: Learning programs that include group discussion activities and in depth questions to help learners fully explore the topic.
- 18. Concluding Note Using MI theory as a framework for teaching and learning requires creative thinking and a sound understanding of learning concepts for students. MI theory is a definition and conceptualization of human intelligence. It is not and does not prescribe a particular approach or set of activities. Instead, MI theory offers a specific pluralistic conceptualization of intelligence that suggests that in order for instruction to be effective it must be approached through a number of “entry points” that are capable of appealing to the intelligence strengths of students.
- 19. A Note on Intelligence Entry Points Entry Point Description Example of instruction Narrative The narrative entry point deals with the “story” that is central to the topic. Case studies, narrative or themed stories, descriptive accounts. Logical Quantitative The numerical aspects of a topic, typically involves deductive or logical reasoning. Statistics, graphs, logic reasoning tasks. Aesthetic The aesthetic entry point engages artistic aspects of a topic. It may also focus on sensory features associated with the topic. Three-dimensional representations, images, videos, design activities. Experiential Should provide students with an opportunity to engage with the topic in a “hands-on” manner. “Hands on” interaction with the subject matter of the topic. Interpersonal The interpersonal entry point involves working together with others to learn about a topic. Discussion forum, group problem solving, perspective exchanging. Existential/Foundational This entry point deals with fundamental, philosophical questions about the nature of the topic, why it exists, and/or what is its meaning. Philosophical discussions, introspection, foundation or substance of a topic.
- 23. Any Questions?