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Multiple intelligences brands 2.17.10


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Multiple intelligences brands 2.17.10

  1. 1. Lesson Planning Session #2 Multiple Intelligences in the Classroom Pam Harrington & Chris Brands
  2. 2. Overview • Traditional Intelligences Vs. Multiple Intelligences • Howard Gardner • Definition of Intelligences • Impact on the classroom
  3. 3. How do we measure intelligence? • Who in the last picture is the most “intelligent”? • How would we test that? – IQ test? – What does an IQ test measure? • Traditionally in schools, which type of knowledge is most valued?
  4. 4. Traditional Intelligence • According to a traditional definition, intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests.
  5. 5. Howard Gardner Developmental Psychologist at Harvard University *1983 Developed a theory of Multiple Intelligences (7) * 1999 Developed an 8th intelligence (and a controversial 9th )
  6. 6. Gardner’s Definition of Intelligence • According to Howard Gardner, intelligence is: – The ability to create an effective product or offer a service that is valued in a culture; – A set of skills that make it possible for a person to solve problems in life; – The potential for finding or creating solutions for problems, which involves gathering new knowledge.
  7. 7. Thomas Armstrong (an educator): “This book emerged from my work over the past fourteen years in applying Howard Gardner’s theory of multiple intelligences to the issues of classroom teaching.”
  8. 8. Traditional Theory Gardner’s Theory Intelligence can be measured by short answer tests. IQ Short answer tests only measure rote memorization, not deep understanding People are born with a fixed amount of intelligence Humans have all of the intelligences, but each person has a unique combination, or profile. Intelligence level does not change over a lifetime. Intelligences can be improved through education or other ways. Intelligence consists of ability in logic and language There are many different types of intelligences Teachers teach the same material to everyone Teachers teach and assess differently based on individual intellectual strengths. Teachers teach a topic or “subject” Teachers develop strategies that allow for students to demonstrate multiple ways of understanding
  9. 9. Gardner claims that individuals possess at least eight independent types of intelligence (2004). Logical- Mathematical Bodily- Kinesthetic Linguistic Naturalist Intrapersonal Interpersonal Musical Spatial Eight Intelligences
  10. 10. What are the Multiple Intelligences? • Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words • Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns • Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber • Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly • Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully • Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. • Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes • Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature
  11. 11. Verbal-Linguistic Intelligence • The ability to use words effectively (both spoken and written). For example: • Politician, playwright, editor, journalist. Your classroom?
  12. 12. Mathematical-Logical Intelligence • The capacity to use numbers effectively and to reason well. • to categorize, classify, make inferences, etc. For example: • CPA, computer programmer, scientist Your classroom?
  13. 13. Musical Intelligence • Sensitivity to the rhythm, pitch or melody and timbre or tone color of a musical piece • The capacity to perceive, discriminate, transfer, and express music For example: Musician, performer, critic Your classroom?
  14. 14. Visual-Spatial Intelligence • Involves sensitivity to color, line, shape, form, space, and the relationships that exist between them. For example: • Architect, pilot, artist, interior design Your classroom?
  15. 15. Bodily-Kinesthetic Intelligence • Skill in using one’s whole body to express ideas and feelings For example: • Surgeons, athletes, actors Your classroom?
  16. 16. Interpersonal Intelligence • Sensitivities to the moods, intentions, motivations, and feelings of others. For example: • Salesman, educator, motivational speaker Your classroom?
  17. 17. Intrapersonal Intelligence • Self-knowledge and the ability to act adaptively on the basis of that knowledge. For example: • Inventor, yoga instructor Your classroom?
  18. 18. Naturalist Intelligence • Expertise in the recognition and classification of the numerous species of an individual’s environment. For example: • Naturalist, park ranger, fishing guide Your classroom?
  19. 19. Assess Yourself • Why is it important for you to know which intelligence is your strongest? – To make yourself aware of your bias • Why is it important for you to know the preferred intelligence of your students? – To better adapt your materials
  20. 20. "The way to determine what intelligences are in play is to identify the objective of the task at hand." -Walter McKenzie
  21. 21. Impact on the classroom/curriculum • Value all students – Equitable education • Present materials in different ways – Appeal to different intelligences • Assess students fairly – Not standardized tests – Various testing techniques
  22. 22. Multiple Intelligences Unit • You will be given a Learning Scenario • In groups of 4 or 5, you will develop activities around the learning scenario which tap into the multiple intelligences • I will come around to offer you which multiple intelligences your group will have.
  23. 23. Resources • •