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Handouts March 20, 2014 - Singapore - Singapore Pediatric Society - Multiple Intelligences

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These are handouts for a presentation I did on March 20, 2014 to about 140 health care professionals sponsored by the Singapore Pediatric Society.

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Handouts March 20, 2014 - Singapore - Singapore Pediatric Society - Multiple Intelligences

  1. 1. Eight Kinds of Intelligence: Scientific Exploration in Brain Research, Psychology and Anthropology Thomas Armstrong, Ph.D. (www.institute4learning.com) Singapore Pediatric Society The Fullerton Hotel, Singapore March 20, 2014
  2. 2. The Eight Intelligences  Word Smart  Logic Smart  Picture Smart  Body Smart  Music Smart  People Smart  Self Smart  Nature Smart
  3. 3. Evidence for MI Theory • Symbol Systems • Cultural Value • Developmental History • Savants • Brain Structures • Evolutionary Plausibility • Other Species
  4. 4. Infant Stimulation Word Smart – exposure to spoken/written words of all kinds Logic Smart – exposure to counting songs, number rhymes, pattern songs and stories Picture Smart – exposure to visual images of all kinds Music Smart – songs, lullabies, and other music of all kinds Body Smart – opportunity to move and use hands Nature Smart - exposure to the natural world (plants, animals, rocks, clouds, etc.) People Smart – immersion in a rich social milieu Self Smart – opportunities to experience emotions and self- initiated behaviors in a safe setting
  5. 5. Toddler Play Word Smart – word block play, emergent literacy activities, lots of conversation play Logic Smart – lots of manipulative play, especially with materials emphasizing logical, mathematical or science domains Picture Smart – art play, block play, play with other construction materials Music Smart – Music Smart instruments (including real and toy) to play around with, music to sing to, sound effects to play with Body Smart – manipulative, block play, spaces to move around or dance around in, space for simple non-directive sports Nature Smart - opportunities to play around pets, play in nature, play with materials of nature (rocks, twigs, leaves, etc.). People Smart – opportunities to play with other kids, engage in social play (e.g. playing house, dress up, construction workers etc.) Self Smart – spaces for solo play, materials for challenging oneself space to express feelings in safe environment
  6. 6. Preschool Environments Word Smart – storytelling center; reading area Logic Smart – science discovery area Picture Smart – picture library; drawing center Music Smart – song-writing center Body Smart – letter gymnasium, whole body and hands-on centers Nature Smart – Nature Smart museum People Smart – magic circle, simulated environments (castle, rocket ship, play house) Intrarpersonal – spaces for privacy, areas for individual work
  7. 7. Advice to Give Parents • Start by Identifying Strengths • Encourage ALL Your Child’s Intelligences • Be Sparing with Technology • Choose a Developmental Preschool • See the Gifts in Children with Special Needs • Provide Simple Experiential Learning Activities • Supply Proper Nutrition to Nourish the Brain
  8. 8. Learning is a broad, holistic experience that begins early in the life course During the first 3 years, the early foundations of learning – including language & visual development, reasoning, memory and problem solving – are established Optimal growth and development early in the life course can serve to prepare children for lifelong learning and later accomplishments in school and beyond. “Good health and nutrition are needed to achieve one’s full educational potential because nutrition affects intellectual development and learning ability” - World Health Organization (WHO) Information Series on School Health
  9. 9. Nutrition Can Impact Early Brain Development & Learning • Early childhood is a critical period for cognitive, social and emotional growth.
  10. 10. Key Contributors to Learning • Key contributors to learning impacted by nutrition include: Perception Cognition Physical Vitality • Described as perception through sensory development • A child employs all 5 senses to form their perception of the world around them • Described as the ability to think and encompasses such intellectual processes as: ̶ Reasoning ̶ Recognition ̶ Problem-solving • Continuous experiences support cognitive development by improving neuronal connections and memory efficiency2,3 ̶ These experiences also facilitate infants to handle more complicated tasks, promote cognitive development, and ultimately help to learn4 • Described as the ability to actively engage in one’s environment and in opportunities to learn • Supported by growth, digestive health, and immunity ̶ Optimal growth & motor development allows child to interact with the world ̶ Proper digestion and absorption ensures bio-availability of essential nutrients ̶ Healthy immune system enables greater opportunity to learn
  11. 11. Role of Nutrients that Support Learning Key Contributors Nutrient Associated Processes Structural Impact Functional Benefits DHA1,2 Synaptogenesis Myelin Global Visual cortex, retina Cortex Supports visual and cognitive development Lutein 2,3 Antioxidant, filters blue UV light Retina and macula Frontal, auditory, occipital cortex, and hippocampus Supports visual development and may support brain development Choline 1 Acetylcholine synthesis DNA methylation Myelin synthesis Global Hippocampus White matter Supports brain and memory development High Quality Alpha Protein Rich source of essential amino acids Growth and development Gastrointestinal tract Supports growth outcomes and gastrointestinal tolerability similar to breast milk fed infants. Reference: Trabulsi study Dietary Fibre (Oligofructose)6 Promotes growth of bifidobacteria Gastrointestinal tract Softens stools and promotes the growth of healthy gastrointestinal bacterial
  12. 12. MI Inventory – Young Child Check those statements that apply: Word Smart __ is attracted to words (e.g. letter blocks etc.) __ enjoys talking __ engages in emergent writing (or is an early writer) __ engages in emergent reading (or is an early reader) __ likes to listen to and/or take part in verbal conversations. __ has a good memory for facts Logic Smart __ asks lots of ‘’why’’ questions __ is attracted to numbers (e.g. number blocks etc.) __ likes to count __ likes logical patterns (e.g. one red block, two yellow blocks, one red block, two yellow blocks etc.) __ shows interest in science related topics. __ does well on Piagetian-type assessments of logical thinking Picture Smart __ is attracted to pictures and images (e.g. illustrations in a book etc.) __ is highly imaginative __ enjoys art-related activities. __ draws well for age __ enjoys watching video other visual presentations. __ likes building with blocks or other construction sets
  13. 13. MI Inventory (cont’d) Body Smart __ is good with hands (e.g. building, making things, etc.) __ puts his/her hands all over something he’s/she’s just seen. __ enjoys running, jumping, wrestling, or similar activities __ shows ability in one or more sports __ has a dramatic way of expressing herself/himself. __ loves tactile experiences (e.g. finger painting, clay, etc.). Music Smart __ is attracted to music (e.g. on TV, radio, CD etc.) __ loves to sing __ enjoys interacting with a Music Smart instrument __ remembers melodies of songs __ has a good sense of rhythm. __ has a melodic way of speaking People Smart __ enjoys socializing with peers. __ shows qualities of a natural leader. __ likes to play games with other kids. __ makes friends easily __ has a good sense of empathy or concern for others. __ is good at resolving social conflicts
  14. 14. MI Inventory (cont’d) Self Smart __ displays a sense of independence or a strong will. __ does well when left alone to play. __ has a good sense of self-direction. __ prefers working alone to working with others. __ accurately expresses how he/she is feeling. __ has a good sense of self-esteem. Nature Smart __ relates very well to animals (e.g. pets). __ loves to be out in nature __ has strong feelings for protecting the natural world. __ is able to identify different kinds of birds, plants, or other living things. __ enjoys activities in nature such as bird watching, rock or insect collecting, or raising animals. __ expresses interest in a career relating to nature (e.g. forest ranger, veterinarian etc.).
  15. 15. Website: www.institute4learning.com Email: thomas@institute4learning.com Blog: http://institute4learning.com/blog/ Twitter: Dr_Armstrong Contact Information
  16. 16. Readings Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life. Alexandria, VA: ASCD, 2012. Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo/Perseus, 20101 Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd Ed.. Alexandria, VA: ASCD, 2009. Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999. Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam-Penguin, 2000. Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2003. Armstrong, Thomas. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child’s Behavior and Attention Span without Drugs, Labels, or Coercion. New York: Plume, 1997. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983. Gardner, Howard et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum. New York: Teachers College Press, 1998. Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books, 2006.
  17. 17. Readings (p. 2) • Gardner, Howard, et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum (Project Zero Frameworks for Early Childhood Education, Vol 1). New York: Teachers College Press, 1998. • Gardner, Howard, et al. (eds). Project Spectrum: Early Learning Activities (Project Zero Frameworks for Early Childhood Education, Vol 2) New York: Teachers College Press, 1998. • Gardner, Howard, et al. (eds.). Project Spectrum: Preschool Assessment Handbook (Project Zero Frameworks for Early Childhood Education, Vol 3) • Project Zero and Reggio ChildrenMaking Learning Visible: Children As Individual and Group Learners. Reggio Emilia, Italy: Reggio Children.

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