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Harvard Gardner's Multiple Intelligence Theory


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I am going to conduct a session for the teachers of Govt schools. Looking for your critical as well constructive feedback

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Harvard Gardner's Multiple Intelligence Theory

  1. 1. ByJaved IqbalAnjum Professional DevelopmentTeacherof AKU-IED, PDCN for EDIP Project
  2. 2.  Session Learning outcomes Background of Harvard Gardner Multiple Intelligence Why MI Teaching Examples M.I Eight ways of teaching Conclusion
  3. 3.  By the end of this session, C.Ps could be able to; Discuss Multiple Intelligence theory of Harvard Gardner, Differentiate between the eight categories of multipleIntelligence, Check their own intelligence, Incorporate Multiple IntelligenceTheory by adopting teachingstrategies pertinent to the theory.
  4. 4. “The theory of multiple intelligences was developed in1983 by Dr. Howard Gardner, professor of educationat Harvard University. It suggests that the traditionalnotion of intelligence, based on I.Q. testing, is far toolimited. Instead, Dr. Gardner proposes eight differentintelligences to account for a broader range of humanpotential in children and adults.” Thomas Armstrong -
  5. 5.  1.Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to thesounds, meanings and rhythms of words) 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacityto discern logical and numerical patterns) 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualizeaccurately and abstractly) 4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handleobjects skillfully)
  6. 6.  5.Musical intelligences (ability to produce and appreciate rhythm, pitch andtimber) 6. Interpersonal intelligence (capacity to detect and respond appropriately to themoods, motivations and desires of others) 7. Intrapersonal (capacity to be self-aware and in tune with innerfeelings, values, beliefs and thinking processes) 8. Naturalist intelligence (ability to recognize and categorize plants, animals andother objects in nature) (Source:Thirteen ed online, 2004)
  7. 7.  Helping teachers, students, and parents realize that there are multiple ways to learn and that they themselves possess multiple types of intellectual strengths and lifeskills Helps the students with special needs. increases students’ confidence and enthusiasm for learning. also improve their academic achievement change teachers’ perceptions of their students’ learningabilities. Creates a classroom environment of students with differentabilities Makes students interdependentEdward Garcia Fierros1,Villanova University
  8. 8. • Read about it• Study mathematical formulas thatexpress it• Examine a graphic chart that illustratesthe principle• Observe the law in the natural world• Observe the law in the human world ofcommerce• Examine the law in terms of your ownbody, e.g. when you supply.• Performing well in sports• Write a song that demonstrates the law• linguistic• logical/mathematical• spatial• naturalist• interpersonal• Intrapersonal• Bodily Kinesthetic• musical
  9. 9. Intelligence TeachingActivitiesTeachingMaterialsInstructionalStrategiesSampleTeacherPresentationSkillLinguistic Lectures,discussions,word games,storytelling,journal writingBooks, taperecorders,stamps sets,books on tapeRead about it,write about it,listen to itTeachingthrough storytellingLogical-MathematicalBrain teasers,problem solving,scienceexperiments,mentalcalculations,number games,critical thinkingCalculators,mathmanipulative,scienceequipment, mathgamesQuantify it, thinkcritically about it,put it in a logicalframework,experiment withitSocraticquestioningMultiple Intelligences in theClassroom, pg 41-42
  10. 10. Intelligence TeachingActivitiesTeachingMaterialsInstructionalStrategiesSampleTeacherPresentationSkillSpatial Visualpresentations,art activities,Imaginationgames,visualization,metaphorGraphs, maps,videos, artmaterials,cameras,pictures, librarySee it, draw it,visualize it, colorit, mind-map itDrawing, Mind-mappingconceptsBodily-kinestheticHands onlearning, drama,dance, sportsthat teach,tactile activities,relaxationexercisesBuilding tools,clay , sportsequipment,manipulative,tactile learningresourcesBuild it, act itout, touch it, geta “gut feeling” ofit, dance itUsing gestures,dramaticexpressionsMultiple Intelligences in theClassroom, pg 41-42
  11. 11. Intelligence TeachingActivitiesTeachingMaterialsInstructionalStrategiesSampleTeacherPresentationSkillMusical Rhythmiclearning,rapping, usingsongs that teachTape recorder,tape collection,musicalinstrumentsSing it, rap it,listen to itUsing voicerhythmicallyInterpersonal Cooperativelearning, peertutoring,communityinvolvement,socialgatherings,simulationBoard games,party supplies,props for roleplaysTeach it,collaborate on it,interact withrespect to itDynamicallyinteracting withstudentsMultiple Intelligences in theClassroom, pg 41-42
  12. 12. Intelligence TeachingActivitiesTeachingMaterialsInstructionalStrategiesSampleTeacherPresIntrapersonal Individualizedinstruction,independentstudy, options incourse of study,self esteembuildingSelf checkingmaterials,journals,materials forprojectsConnect it toyour personallife, makechoices withregard to it,reflect on itBringing feelinginto presentationNaturalist Nature study,ecologicalawareness, careof animalsPlant, animals,naturalists’ tools,gardening toolsConnect to livingthings andnaturalphenomenaLinking subjectmatter to naturalphenomenaMultiple Intelligences in theClassroom, pg 41-42
  13. 13.  In order to in corporate MI teacher must be aware aboutMI. Teachers need to help the students in identifying their MI. Teachers should devise teaching strategies and materialsrelevant to students’ MI A teacher and a student can have MI in different areassimultaneously A culture of cooperative learning environment needs to beencouraged in classroom where students can be benefitedfrom each others’ MI In order to happen all aforementioned points teachersneed to develop an effective lesson plan.
  14. 14.  ThanksYou