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  1. 1. Multimedia and the Multiple Intelligences
  2. 2. Multiple Intelligences <ul><li>Howard Gardner, a professor at Harvard’s Graduate School of Education, theorizes that people are intelligent in different ways. </li></ul><ul><li>That is the basis of the Theory of Multiple Intelligences. It asks the question: &quot;How am I smart?&quot; rather than &quot;How smart am I?“ </li></ul><ul><li>According to Gardner’s theory, each person is born with a full range of capacities and aptitudes; though some are naturally stronger, and some naturally weaker in each individual. </li></ul><ul><li>These differences do not indicate that one person is more or less intelligent than the next, but simply that each one learns, thinks, processes, and produces differently. </li></ul><ul><li>Gardner has identified eight intelligences. These areas in a culture are valued as having the ability to solve a problem or create a product in a particular way. </li></ul><ul><li>In this workshop we will discuss how we can tap into those intelligences to facilitate learning in each area. </li></ul>Liz Wernig, Lesley University 2002
  3. 3. Inspiration Software® MULTIMEDIA AND THE MULTIPLE INTELLIGENCES R esources MULTIPLE INTELLIGENCES Bodily-kinesthetic Logical-/Mathematical Interpersonal / Intrapersonal Musical Visual/Spatial Naturalistic Verbal/Linguisti c
  4. 4. Musical-Rhythmic Intelligence: Student Characteristics <ul><li>General Traits: </li></ul><ul><li>Compose musical pitches </li></ul><ul><li>Tones </li></ul><ul><li>Rhythms </li></ul><ul><li>If you are strong in this intelligence area you likely have a love of music and rhythmic patterns. You are probably very sensitive to sounds in the environment; the chirp of cricket, rain on the roof, varying traffic patterns. You may study and work better with music in the background. You can often reproduce a melody or rhythmic pattern after hearing it only once. Various sounds, tones, and rhythms may have a visible effect on you--others can often see a change in facial expressions, body movement, or emotional responses. You probably like to create music and you enjoy listening to a wide variety of music. You may be skilled at mimicking sounds, language accents, and others’ speech patterns, and you can probably readily recognize different musical instruments in a composition. </li></ul>Beethoven Mozart Bach
  5. 5. Musical-Rhythmic Intelligence: Instructional Strategies <ul><li>How can I teach to this type of student? </li></ul><ul><li>Write a song </li></ul><ul><li>Write an Advertising Jingle </li></ul><ul><li>Sing a song to the class </li></ul><ul><li>Make up a cheer </li></ul><ul><li>Attend a symphony </li></ul><ul><li>Make a list of songs that calm, stimulate, or inspire you </li></ul><ul><li>Tap the musical pattern or count the number of beats in a song </li></ul><ul><li>Make or play a musical instrument </li></ul><ul><li>Add sound effects to a story </li></ul><ul><li>Finding song titles that help explain content </li></ul><ul><li>Creating a musical game or collage </li></ul>Activities The Soundry Music Uzit Phat Jungle Rhythms Tessellation Town M. A. Mozart American Songbook Young Composers Rhyme Zone World Sounds Lesson Plan Ideas
  6. 6. <ul><li>Play music from the same time period that the story took place in. </li></ul><ul><li>Play music that depicts the tone of the story </li></ul><ul><li>Alter the words to a well known song to retell the story (Weird Al- star Wars). </li></ul><ul><li>Summarize the plot in rhyme. </li></ul>
  7. 7. Interpersonal Intelligence: Student Characteristics <ul><li>You might be an interpersonal learner if… </li></ul><ul><li>You may be known as a social butterfly, life of the party or naturally outgoing. </li></ul><ul><li>You crave interaction with others and will seek them out. </li></ul><ul><li>You enjoy playing games that require several people to respond. </li></ul><ul><li>You like to be involved with many projects and committees. </li></ul><ul><li>You want to be the leader and LOVE it! </li></ul>
  8. 8. <ul><li>Interpersonal learners can be reached by having LOTS of opportunities to interact. </li></ul><ul><li>For example: </li></ul><ul><li>Peer sharing and/or tutoring is perfect for these learners. </li></ul><ul><li>Give these learners the role of “cooperative leader” to assign tasks and still interact. </li></ul><ul><li>Interview classmates for information. </li></ul><ul><li>Use a tape recorder to take oral histories from parents and others who were alive during the time the book takes place. </li></ul><ul><li>  </li></ul><ul><li>Collaborate with a group and present your information together.  </li></ul><ul><li>Perform a pretend talk show- students act as Oprah while others act as characters from the book being interviewed </li></ul>
  9. 9. <ul><li>General Traits: </li></ul><ul><li>Honest </li></ul><ul><li>Comprehensive picture of themselves (e.g., their strengths and weaknesses) </li></ul><ul><li>Awareness of their inner moods </li></ul><ul><li>Motivations & desires </li></ul><ul><li>Self-discipline tendencies </li></ul><ul><li>Healthy self-esteem. </li></ul>Intrapersonal Intelligence: Student Characteristics
  10. 10. Intrapersonal Intelligence: Instructional Strategies <ul><li>How can I use multimedia to teach to this type of student? </li></ul><ul><li>Write your autobiography </li></ul><ul><li>Set personal goals </li></ul><ul><li>Keep a diary or journal </li></ul><ul><li>Evaluate your performance </li></ul>Activities Lesson Plan Ideas Can Do Voices End Game Kids Voting Land of Cyke Personality Test Voices of Youth Making Choices for Life <ul><li>Describe your favorite parts of the reading and explain why they are meaningful to you. </li></ul><ul><li>Develop a list of reflective questions/things to think about for each chapter of the book </li></ul>
  11. 11. Verbal/Linguistic Intelligence: Student Characteristics <ul><li>General Traits: </li></ul><ul><li>The verbal/linguistic student uses language to express thoughts and understand others. </li></ul><ul><li>The verbal/linguistic student has highly developed auditory skills </li></ul><ul><li>If you are strong in this intelligence you are likely to be a creative writer and an avid reader. You actively participate in lesson discussions and debates. You learn better from texts a lecture methods and you excel on oral and essay tests. You enjoy creating your own poetry, playing word games, using computers and recording your voice on tape recorders. </li></ul>Digital Stories <ul><li>Write a newspaper page that includes your topic as well as ads and other articles. </li></ul><ul><li>Research the subject and write the information down. </li></ul><ul><li>Present an Oral Report to the class. </li></ul><ul><li>Write a summary of the story. </li></ul>
  12. 12. <ul><li>Multimedia Programs where students can interact with software and click on &quot;Hot Spots&quot;, which may play a video clip, and/or voice a passage of text, sound effect or voice instructions. </li></ul><ul><li>Encyclopedias, Internet sites and talking dictionaries allow students to listen to historical speeches, see historical footage, photographs, illustrations and read text. </li></ul><ul><li>Other multimedia programs allow students to interact with characters, play back sound recordings, even record their own response, write a journal on screen and take &quot;pictures&quot; of a screen image. Examples include: Story Creator, KidPix, Video Conference software and electronic communications. </li></ul>Multimedia can be used to teach students with Verbal/Linguistic Intelligence.
  13. 13. Visual/Spatial Student Characteristics <ul><li>General Traits: </li></ul><ul><li>The visual/spatial student mentally visualizes thoughts and thinks in pictures rather than in words. </li></ul><ul><li>If you are strong in this intelligence you are likely to love the arts and visual stimuli. You have a keen visual memory and can be taught through drawings and physical imagery. You enjoy creating and viewing multimedia presentations. You love working with colors and pictures. You are excellent at imaging things and you may be a daydreamer. You enjoy spending your time building things or taking things apart to see how they operate. You learn by watching. </li></ul>The Visual/Spatial Learner
  14. 14. Visual/Spatial Learner <ul><li>Build a Three-Dimensional Model of an object important to the story.  </li></ul><ul><li>Shoebox diorama that includes main character(s) and a scene from the story. </li></ul><ul><li>Build a model that represents the setting of the story.  </li></ul><ul><li>Make an progressive collage that is added to as you read through the story. </li></ul><ul><li>Design a t-shirt that includes the subject of the story and five facts. </li></ul><ul><li>  Make a poster that illustrates the characters, subjects or location of the story. </li></ul><ul><li>might have worn. Design a brochure about the setting for the story. </li></ul>The Visual/Spatial Learner
  15. 15. Multimedia can be used to teach students with Visual/Spatial Intelligence. <ul><li>Multimedia provides the visual/spatial learner with the tools to reinforce concepts and demonstrate understanding. </li></ul><ul><li>Imaging software programs where students can capture and manipulate images. </li></ul><ul><li>Digital cameras, scanners, and video cameras (IMovie) </li></ul><ul><li>Online virtual field trips to online museums. ( Many museums now offer online exhibitions that appeal to the visual/spatial learner). </li></ul><ul><li>The graphical interface of the World Wide Web. </li></ul><ul><li>Visual imagery in CD-ROM programs </li></ul><ul><li>Slide shows using KidPix, Hyperstudio and Microsoft PowerPoint. </li></ul>
  16. 16. Naturalistic Intelligence: Student Characteristics <ul><li>You might a naturalistic learner if… </li></ul><ul><li>You love to be outdoors, no matter what the weather may be. </li></ul><ul><li>You love animals and/or pets (they might be in your classroom). </li></ul><ul><li>You crave projects that allow you to share your nature findings with others. </li></ul><ul><li>Science and environmental issues are easy for you. </li></ul>
  17. 17. Multimedia can be used to teach students with Naturalistic Intelligence. <ul><li>Naturalistic learners can be reached through a variety of ways… </li></ul><ul><li>Allow them to go on a nature walk and look up their findings on the Internet. </li></ul><ul><li>Plan throughout the year to ask questions about the weather and family pets. </li></ul><ul><li>Turn this information into a slideshow. </li></ul><ul><li>Keep a journal of daily events when exploring outside and share this information with another fellow naturist. </li></ul><ul><li>Naturalistic learners can be reached through a variety of ways… </li></ul><ul><li>If the story involves nature, research the part of nature involved (flora, fauna, geology, astronomy, etc.) and present your findings to the class. </li></ul><ul><li>Create a chart that distinguishes the different types of flora and fauna that appear in the story. </li></ul><ul><li>Connect the natural events in the book to one or more natural event (s) that have happened historically. Compare and contrast the two. </li></ul>
  18. 18. <ul><li>General Traits: </li></ul><ul><li>Ability to use your whole body to express ideas and feelings </li></ul><ul><li>Ability to use your hands produce or transform things. </li></ul><ul><li>If you are strong in this intelligence area you likely have skills in coordination, balance, dexterity, strength, flexibility and speed. This intelligence is related to expression through physical exercise, body language, drama, and dance. You are someone who thinks through somatic sensations and enjoys dancing, running, jumping, building, touching, and gesturing. “Body smart” is one way to characterize yourself if you are dominant in Bodily-Kinesthetic Intelligence. </li></ul>Bodily-Kinesthetic Intelligence: Student Characteristics Leonardo da Vinci’s Vitruvian Man Children using their bodies for exercise and learning
  19. 19. <ul><li>Learners need role play, drama, movement, things to build, sports and physical games,, hands-on learning in the classroom. </li></ul><ul><li>Multimedia can be integrated into lessons through: </li></ul><ul><ul><li>“ Virtual” Field Trips & Webquests </li></ul></ul><ul><ul><li>Virtual Reality Software </li></ul></ul><ul><ul><li>Video Productions and Projects </li></ul></ul><ul><ul><li>Audio Recordings </li></ul></ul><ul><ul><li>Digital Photography & Slide Shows </li></ul></ul><ul><li>Most importantly, these students need movement and hands-on multimedia activities as well as materials to manipulate while they work! </li></ul><ul><li>Make up a dance that retells the story. </li></ul><ul><li>Perform a dance already written to describe this story. </li></ul><ul><li>Use mime to re-enact the key scene(s) in the story. </li></ul><ul><li>Act out or roll play the story. </li></ul><ul><li>Impersonate a character in the story. Produce a videotape drama of this story. </li></ul><ul><li>Demonstrate a sports play that relates to this topic. </li></ul>
  20. 20. <ul><li>General Traits: </li></ul><ul><li>Capacity to use numbers effectively. </li></ul><ul><li>Good reasoning. </li></ul><ul><li>If you are strong in this intelligence area you likely to be sensitive to logical patterns and relationships, statements and propositions, functions, and other related abstracts. Your strengths include: problem solving and pattern recognition and you have strong abilities involving abstract symbols and formulas, number sequences, calculations and codes. Most likely you enjoy experimenting, questioning, figuring out logical puzzles and calculating. You may consider yourself “number smart.” </li></ul>Logical-Mathematical Intelligence: Student Characteristics
  21. 21. Multimedia can be used to teach students with Logical/Mathematical Intelligence. <ul><li>Logical / Mathematical Learners use critical thinking in their learning. Structured classrooms, a sequential school day and consistency contribute greatly enhance their learning. </li></ul><ul><li>Multimedia can be integrated into lessons through: </li></ul><ul><ul><li>Computer Programming Languages </li></ul></ul><ul><ul><li>Mathematical, Science and Logical “Educational” Software </li></ul></ul><ul><ul><li>Internet Puzzles & Brain teasers </li></ul></ul><ul><ul><li>Calculators </li></ul></ul><ul><ul><li>Graphing Activities on Computer </li></ul></ul><ul><ul><li>“ Virtual” experiments </li></ul></ul><ul><li>Design a chart that illustrates the financial side of the story. </li></ul><ul><li>Graph the important statistics in the story. </li></ul><ul><li>Rewrite the story in time-line format. </li></ul><ul><li>Use Venn Diagrams to compare and contrast characters.  </li></ul><ul><li>Draw a detailed map of the geographical setting for the story and include other information pertinent to the story. </li></ul>
  22. 22. Bibliography/References <ul><li>Moving Students' Thinking to Higher-Order Realms by David Lazear </li></ul><ul><li>Learning Differences--NOT Disabilities by Dr. Thomas Armstrong </li></ul><ul><li>Choice Points as Multiple Intelligences Enter the School by Dr. Howard Gardner </li></ul><ul><li>Learning Through the Multiple Intelligences by Bruce & Linda Campbell </li></ul><ul><li>Intelligence in Seven Steps by Dr. Howard Gardner </li></ul><ul><li>Multiple Intelligences: Myths and Realities (WASCD reprint) </li></ul><ul><li>Multiple Intelligences (Thomas Armstrong) </li></ul><ul><li>Technology’s Impact on Learning (U.S. Department of Education) </li></ul><ul><li>Multiple Intelligences Theory by Nancy Maresh (Educational Discoveries I nc) </li></ul><ul><li>Eight Intelligences and Eight Styles of Learning by Ann Anzelone </li></ul><ul><li>2003 Liz Wernig, Resources </li></ul>
  23. 23. Bibliography/References <ul><li>  Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part I  . by Morris, C.   </li></ul><ul><li>  Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part II   by Morris, C.   </li></ul><ul><li>Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part III by Morris, C. </li></ul><ul><li>Career Development and Multiple Intelligences . By Morris, C. </li></ul><ul><li>Intelligence Reframed: Multiple Intelligences for the 21st Century . by Morris, C.   </li></ul><ul><li>Different windows into the same room: Howard Gardner's multiple intelligences by Morris, C. </li></ul><ul><li>Multiple intelligences: Profiling dominant intelligences of grade eight students . By Morris, C., & LeBlanc, R </li></ul>