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Linquistic-verba I
Logical-
mathematical
Spatial-visual
Body-ki nesthetic
M usica i
I nte rpersona I
Naturalist
Ability to...
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Technology Multiple Intelligences

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Technology Multiple Intelligences

  1. 1. Linquistic-verba I Logical- mathematical Spatial-visual Body-ki nesthetic M usica i I nte rpersona I Naturalist Ability to engage in inductive and deductive reasoning; use numbers effectively and to categorize, infer, make general- izations, and test hypotheses Ability to visualize objects and speoal dimensions, think in images and prctures, like to draw and design, and enjoy puzzles Ability to move the body with skill and control, expertise in using the body to express ideas and feelings Ability to recognize patterns and sounds; sensitivity to Pitch and rhythm; the capacity to perceive, express, transform or discern musical forms; think in tones, and learn through rhythm and melody Ability to understand and communicate effectively with others, understand them, and interpret their behavior An awareness of onesell goals, and emotions; the capactty for self-knowledge of one's own feelings; and the abilrtY to use that knowledge for personal understanding An awareness of the natural world around them; can identify people, plants, and other envi- ronmental features; can develop a sense of cause and effect in relation to natural occurrences such as weather; can formulate and test hypotheses Ease in using language; Word processing programs, prompted programs, think in words; sensitivity to label-making programs, word game programs, rhythm and order; en.1oy writ- and programs that require the student to read ing, reading, tellrng stories, and and answer questions doing crossword puzzles lntrapersonal FIGURE 11 Using Gardner's original eight multiple intelligences and technology integration, teachers can find ways to reach all students. Database pr0grams, spreadsheet pr0grams, problem-solving software, simulations that allow students to experiment with problems and observe results, and strategy game formats Draw and paint programs; graphic production software; reading programs that use visual clues such as color coding, desktop publishing, hyper- media, multimedia, concept mapping, and atlas pr0grams Software requiring alternate input such as joystick, mouse, touch window, or graphics tablet; keyboard- ing/word processing programs; graphics programs that produce blueprints for making 3-D models; and software that includes animated graphics Programs that combine stories with songs; reading programs that associate letterslsounds with music; programs that use music as a reward; programs that allow students to create their own songs, hypermedia, and multimedia Telecommunications programs, programs that address social issues, pr0grams that include group participation or decision making, pro- grams that turn learning into a social activity, and games that require two or more players Tutorial software, programs that are self-paced, instructional games in which the opponent is the computer, programs that encourage self-awareness or build self-rmprovement skills, and programs that allow students to work independently Problem-solving software, stmulations that allow students to experiment with problems and observe results, strategy game formats, database software, concept mapping software, and weather probeware

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