Inteligencias Multiples por Katherine Guerra


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Inteligencias Multiples por Katherine Guerra

  1. 1. Universidad Central del Ecuador Facultad de Filosofía, Letras y Ciencias de la Educación Escuela de Idiomas Nombre: Katherine Guerra Curso: Quinto “A” Plurilingüe Tema: Multiple Intelligences
  2. 2. Multiple Intelligences Theory This theory was proposed by Howard Gadner in 1983 as a model of intelligence that differentiates it into specific "modalities", rather than seeing it as dominated by a single general ability. Gardner articulated seven criteria for a behavior to be considered an intelligence. Gardner chose eight abilities that he held to meet these criterial: 1-musical - rhythmic 2.- visual - spatial 3- verbal - linguistic 4.- logical - mathematical 5.- bodily - kinesthetic 6.- interpersonal 7.- intrapersonal 8.- naturalistic.
  3. 3. Multiple Intelligence Theory was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that traditional ways of testing for intelligence may be biased to certain types of individuals. Think back to the good old school days. Do you remember the girl who was always picked for the lead role in musicals? Who could forget the boisterous class clown? Or whatever happened to the boy who never stopped drawing detailed doodles of cars and planes? Much like then, the perception still exists that intelligence can be measured in relation to reading, writing and arithmetic skills alone, and a person’s future success is judged accordingly. Dr. Howard Gardner, a Harvard Psychologist and Professor of Education, has demonstrated through his extensive research that this notion is, and always has been ridiculous. Instead, he became one of the first to express howwe should not judge others according to this narrow definition of intelligence. The original Multiple Intelligence theory was developed in 1983 and first published in his book, ‘Frames of Mind.’
  4. 4. Multiple Intelligence has stimulated teachers to find more ways of helping all studentes in their clases. Steps: 1.- Identify our group of work 2.- Analyze what kind of intelligences they have 3.- Try to find things or topics that they understand 4.- Motivate our students 5.- Be careful (Some students are so sensitive) 6.- Choose didactic material
  5. 5. Gardner argues that by calling linguistic and logical- mathematical abilities intelligences, but not artistic, musical, athletic, etc. abilities, the former are needlessly aggrandized. Certain critics balk at this widening of the definition, saying that it ignores "the connotation of intelligence ... [which] has always connoted the kind of thinking skills that makes one successful in school.
  6. 6. Gardner defines an intelligence as "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.“ According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling "should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, he believes, feel more engaged and competent and therefore more inclined to serve society in a constructive way.
  7. 7. MUSICAL – RHYTHMIC This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. They will sometimes use songs or rhythms to learn.
  8. 8. This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of the three factors beneath in the hierarchical model of intelligence. the ability to accurately perceive the visual world and to re-create, manipulate and modify aspects of one's perceptions . Visual-spatial intelligence deals with shapes, patterns, designs and the entire spectrum of colour - and with the placement and relationship of objects in space, including distance and direction. It includes our capacity to visualise, dream and imagine. VISUAL - SPATIAL
  9. 9. CHARACTERISTICS Attention to visual detail. Observant. Good visual imagination. Spatial awareness. Good sense of direction. Good colour sense. Can read maps. May doodle or Mind- Map. May be good driver. May have vivid dreams. STUDY TIPS - Watch TV programmes or videos on the topic being studied. - If possible, choose books with lots of illustrations (pictures, graphs, charts, etc.). - Use Mind Maps. - Draw flow-charts. - lustrate your notes. - Draw relevant doodles in the margins of note-books. - Use coloured marker pens to highlight significant information (use different colours for different types of information).
  10. 10. BRAIN STUFF Our sense of vision is processed in the occipital lobe at the rear of the brain. It contains interlinked modules which deal with the various aspects of interpreting visual signals (such as shape, colour, motion), co-ordinating these into our seamless "world-view". People suffering from neglect (usually as the result of a stroke) will ignore things in one half of their visual field. Their eyes see what is there but their brains ignore it. Colour vision defects affect 1 in 12 men and 1 in 200 women, and usually result in the inability to distinguish between certain colours (say, red and green). True colour blindness can leave an individual incapable of distinguishing any colours at all, leaving them to experience the world in monochrome. Prosopagnosia is the inability to recognise faces, even those of near relatives and close friends. The part of the brain that is set up to record and compare facial characteristics simply does not work. Localised brain damage can also lead to the inability to recognise particular categories of objects (e.g. animals), suggesting that our visual recognition processing modules are quite specific.
  11. 11. VERBAL – LINGUISTIC People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. Verbal ability is one of the most loaded abilities People with Linguistic intelligence love and are talented with words. They enjoy reading, writing and learning languages. They have an ability to teach and explain things to others. They learn best by reading, taking notes and going to lectures.
  12. 12. •Common Characteristics •Notices grammatical mistakes •Often speaks of what they have read •Likes to use "fancy" words •Loves word games •Cherishes their book collection •Easily remembers quotes and famous sayings •Likes puns and rhymes •Enjoys writing •Enjoys foreign language •Always enjoyed English class •Career Matches •Writer •Editor •Public Speaker •Politician •Preacher •Teacher •Journalist •Broadcaster •English / Writing Tutor •Actor / Actress
  13. 13. LOGICAL - MATHEMATICAL This area has to do with logic, abstractions, reasoning, numbers and critical thinking.This also has to do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely linked to fluid intelligence and to general intelligence People with Logical intelligence are abstract thinkers and are attracted to logic and reasoning. They are good at investigation and scientific processes. They learn best by logic. Some individuals are able to learn just about anything using their logical skills. They are able to calculate and work out relationships and connections between items. They enjoy mental challenges seeking out solutions to logical, abstract and mathematical problems and have good deductive reasoning skills. On a lesser scale, thy may simply excel at games involving skill and strategy such as chess or computer battle games.
  14. 14. Individuals with Logical- Mathematical Intelligence will fall into one or perhaps all of the following sectors: - Educational Mathematical Achievements - Studied maths at school / college and achieved good grades -Strong everyday Mathematical Skills - Enjoys utilising ones mathematical skills in everyday life -Everyday Problem Solving Skills – Naturally inquisitive, curious and investigative - Ability to apply logical reasoning skills to solve everyday problems - Strategic Games – Generally enjoys, and is good at games involving skill and strategy Develop Your Logical / Mathematical Intelligence by: - Play logical/mathematical games with friends and family - Learn to use an abacus - Work on logic puzzles and brain teasers Learn basic computer programming - Take a course in basic maths or science at an evening class - Draw flowcharts of all the key processes in your department or area of work and then come up with new ideas on how to make whatever service you provide more effective - Read the business sections of the newspaper and look up unfamiliar economic or financial conceptsVisit a science - Help your kids with their maths/science
  15. 15. BODILY – KINESTHETIC The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully.Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses. People who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and be generally good at physical activities such as sports, dance, acting, and making things. This is the ability to solve problems or fashion products using one's body. Highly developed bodily-kinesthetic intelligence is exhibited by people such as dancers, athletes, surgeons, artisans, and musicians. Gardner (1993b) defined characteristics of bodily-kinesthetic intelligence as including: - Using one's body in highly differentiated and skilled ways, for expressive and goal-directed purposes - Working skillfully with objects, both those that involve the fine motor movements of one's fingers and hands and those that exploit gross motor movements of the body - Controlling bodily motions and the capacity to handle objects
  16. 16. Interpersonal This area has to do with interaction with others . In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people. "Those with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
  17. 17. •Common Characteristics Empathetic •Extraverted •Enjoy social events •Love groups and crowds •Enjoying teaching others •Have many friends •Enjoy team sports •Like to counsel others •Love meeting new people •Cooperative in groups •Sensitive to others' moods •Career MatchesDiplomat •Leader •Manager •Politician •Clergy •Social Worker •Receptionist •Sales Representative •Counselor •Child Care •Coach
  18. 18. INTRAPERSONAL This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Personality refers to the pattern of thoughts, feelings, social adjustments, and behaviors consistently exhibited over time that strongly influences one's expectations, self- perceptions, values, and attitudes. It also predicts human reactions to other people, problems, and stress. There is still no universal consensus on the definition of "personality" in psychology. People with intrapersonal intelligence are adept at looking inward and figuring out their own feelings, motivations and goals. They are introspective and seek understanding. They are intuitive and typically introverted. They learn best independently.
  19. 19. NATURALISTIC The Naturalist intelligence has to do with how we relate to our surroundings and where we fit into it. People with Naturalist intelligence have a sensitivity to and appreciation for nature. They are gifted at nurturing and growing things as well as the ability to care for and interact with animals. They can easily distinguish patterns in nature. Naturalistic learners, much like kinaesthetic learners, flourish from being able to touch, feel, hold, and try practical hands-on experiences, but generally outdoors within the environment, nature and animals. There are literally millions of ways to be Nature-Smart! Being Naturalistic generally means you are very interested and curious of your surroundings. Whether you like star-gazing, collecting bugs or rocks, gardening, looking after animals, cooking or even just playing out with friends, these are all ways of being Nature-Smart. If you are Naturalistic then you find that you learn best by having the hands-on approach, noticing and using your environment.