Lesson plan multiple intelligences.revised


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Lesson plan multiple intelligences.revised

  1. 1. Lesson Plan – Gardner’s Survey of Multiple of IntelligencesObjective:The students will be complete a “Multiple Intelligence” inventory and identify their greatest strength.Goals: • Complete Multiple of Intelligences inventory • Identify greatest strength • Discuss strength with group • Generate a list of preferred learning methods/activitiesMaterials: • Multiple Intelligences Background Online: http://www.educationworld.com/a_curr/curr054.shtml http://www.educationworld.com/a_curr/curr207.shtml • Multiple Intelligences Summary Online: http://www.lth3.k12.il.us/rhampton/mi/MIW.html • Multiple Intelligences Inventory Online: http://literacyworks.org/mi/assessment/findyourstrengths.html http://homepage.tinet.ie/~seaghan/play/mi.htm • Multiple Intelligences Signs • Printer or Poster sized paperDescription: 1. Distribute Multiple Intelligences inventories (or allow students to complete the quiz online) – 10 minutes 2. While students are completing the ‘Multiple Intelligences inventories’, hang up the Multiple Intelligences signs around classroom. 3. Instruct students to calculate results of inventory, provide assistance as needed – 2 minutes 4. Show students where each intelligence is grouped and where the signs are posted. Instruct students to sit in area that is labeled with the intelligence that they received the highest score in – 3 minutes 5. Give students five minutes to discuss the survey and what they think their greatest strengths
  2. 2. are. They should document their answers on a printer paper – 5 minutes 6. Discuss each intelligence and review examples of learning methods and activities that relate to each method – 10 minutesResources: http://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.edutopia.org/mi-quiz , http://www.casacanada.com/chart.htmlhttp://eduscapes.com/tap/topic68.htm , http://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htmhttp://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfm MULTIPLE INTELLIGENCES TEACHER INVENTORY Place a check in all boxes that best describe you.LINGUISTIC_____ I really enjoy books_____ I hear words in my head before I write, read or speak them_____ I remember more when I listen to the radio or an audiocassette than from television or films_____ I enjoy word games such as crossword puzzles, Scrabble, anagrams, or Password_____ I like puns, tongue twisters, nonsense rhymes, and double meanings_____ English, Social Studies, and History are easier subjects for me than Science and Math_____ When I’m in the car I like to read the billboards and signs, and notice them more than the scenery along the road._____ I often refer to things I have read or heard in conversations_____ People often ask me the meaning of words_____ I have written something recently that I was proud of, or that was published or recognized ________ Total Linguistic boxes checkedLOGICAL_____ I can quickly and easily compute numbers in my head (example: double or triple a cooking recipe or carpentry measurement without having to write it on paper)_____ I enjoy Math and Science in school_____ I like solving brainteasers, logical games and other strategy games such as chess/checkers_____ I like to set up "what if" experiments (example: "What if I fertilized my plants twice as often?"_____ I look for structure, patterns, sequences, or logical order_____ I wonder about how some things work and keep up-to-date on new scientific developments and discoveries_____ I believe that there is a rational explanation for almost everything_____ I can think in abstract, clear, imageless concepts_____ I can find logical flows in things people say and do at school or home_____ I feel more comfortable when things have been quantified, measured, categorized, or analyzed in some way. ________ Total Logical boxes checkedSPATIAL_____ When I close my eyes, I can see clear visual images_____ I’m responsive to color_____ I often use a camcorder or camera to record my surroundings
  3. 3. _____ I enjoy visual puzzles such as mazes, jigsaw puzzles, 3-D images_____ I have vivid dreams at night_____ I navigate well in unfamiliar places_____ I often draw or doodle_____ Geometry was easier than Algebra_____ I can imagine what something would look like from a bird’s eye view_____ I prefer reading books, newspapers, magazines, etc. that have many illustrations ________ Total Spatial boxes checkedBODILY-KINESTHETIC_____ I take Part in at least one sport or physical activity regularly_____ I find it difficult to sit still for long periods of time_____ I like working with my hands (for example, sewing weaving, carving, carpentry, mechanics model-building)_____ I frequently get insights or ideas when I am involved in physical activities, such as walking, swimming, or jogging_____ I enjoy spending my free time outside_____ I tend to use gestures and other body language when engaged in conversations_____ I need to touch or hold objects to learn more about them_____ I enjoy dare-devil activities such as parachuting, bungee jumping, and thrilling amusement rides_____ I am well-coordinated_____ To learn new skills, I need to practice them rather than simply read about them or watch them being performed ________ Total Bodily-Kinesthetic boxes checkedMUSICAL_____ I have a nice singing voice_____ I know when musical notes are off-key_____ I often listen to musical selections on radio, records, tapes, CDs, etc._____ I play an instrument_____ My life would be less dynamic without music_____ I often have a tune running through my mind during the day_____ I can keep time to a piece of music_____ I know the melodies of many songs or musical pieces_____ If I hear a musical piece once or twice, I can easily repeat it_____ I often tap, whistle, hum or sing when engaged in a task ________ Total Musical boxes checkedINTERPERSONAL_____ People often come to me to seek advice or counsel_____ I prefer team and group sports to individual sports_____ When I have problems, I prefer to seek help form other people rather than work it out alone_____ I have at least three close friends_____ I enjoy social pastimes like board games and charades more than individual ones such as video games and solitaire_____ I like the challenge of teaching other people what I know how to do_____ I have been called a leader and consider myself one_____ I am comfortable in a crowd of people
  4. 4. _____ I am involved in local school, neighborhood, church and community activities_____ I would rather spend a Saturday night at a party than spend it at home alone ________ Total Interpersonal boxes checkedINTRAPERSONAL_____ I regularly spend time reflecting, meditating or thinking about important life questions_____ I have attended classes, seminars and workshops to gain insight about myself and experience personal growth_____ My opinions and views distinguish me from others_____ I have a hobby, pastime or special activity that I do alone_____ I have specific goals in life that I think about regularly_____ I have a realistic view of my own strengths and weaknesses backed up by accurate feedback from others_____ I would rather spend a weekend in a cabin or hide-away than at a large resort with lots of people_____ I am independent-minded and strong willed_____ I keep a journal or diary to record the events of my inner life_____ I am self-employed or have seriously considered starting my own business ________ Total Intrapersonal boxes checked MULTIPLE INTELLIGENCES PALETTEThe array of competencies found in each intelligence. Place your totals for each on the lineprovided.Verbal/Linguistic_____ReadingVocabularyFormal SpeechJournal/Diary KeepingCreative WritingPoetryVerbal DebateImpromptu SpeakingStorytellingBodily/Kinesthetic_____Folk/Creative DanceRole PlayingPhysical GesturesDrama¨ Martial ArtsBody LanguagePhysical ExerciseMime¨ InventingSports Games
  5. 5. Musical/Rhythmic_____ Sculpture PicturesRhythmic PatternsVocal Sounds/TonesMusic Composition/creationPercussion VibrationsHumming¨ Environmental SoundsInstrumental SoundsSingingTonal Patterns Interpersonal _____Music Performance Giving Feedback Understanding Others FeelingsLogical/Mathematical_____ Cooperative Learning StrategiesAbstract Symbols/Formulas Person-to-Person CommunicationOutlining¨ Graphic Organizers Empathy PracticesNumber Sequences Division of LaborCalculation Collaborative SkillsDeciphering Codes Receiving FeedbackForcing Relationships Sensing Others MotivesSyllogisms Group ProjectsProblem Solving Intrapersonal_____Pattern Games Silent Reflection MethodsVisual/Spatial_____ Metacognition TechniquesGuided Imagery Thinking StrategiesActive Imagination Emotional ProcessingColor Schemes "Know Thyself" ProceduresPatterns/Designs Mindfulness PracticesPainting Focusing/Concentration SkillsDrawing Higher-Order ReasoningMind-Mapping Complex Guided ImageryPretending "Centering" PracticesTaken from: http://jeffcoweb.jeffco.k12.co.us/high/wotc/confli3.htm
  6. 6. Background of Multiple Intelligences Multiple Intelligences: A Theory for EveryoneArticle by Anne GuignonEducation World®Copyright © 2010 Education WorldBeing intelligent does not always mean that someone tests well -- a problem withwhich teachers and school administrators have struggled since the earliest days of organizededucation. Howard Gardners theory of multiple intelligences helps educators thinkdifferently about "IQ," and about what being "smart" means. The theory is changing theway some teachers teach.When Howard Gardners book, Frames of Mind: The Theory of Multiple Intelligences (BasicBooks, 1983) burst on the scene, it seemed to answer many questions for experienced teachers.We all had students who didnt fit the mold; we knew the students were bright, but they didntexcel on tests. Gardners claim that there are several different kinds of intelligence gave us andothers involved with teaching and learning a way of beginning to understand those students. Wewould look at what they could do well, instead of what they could not do.Later Gardner books, such as The Unschooled Mind: How Children Think and How SchoolsShould Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (BasicBooks, 1993) helped us understand how multiple intelligences could help us teach and evaluateour students in new and better ways.WHO IS HOWARD GARDNER?Howard Gardner, Ph.D. is a professor at Harvard University and the author of many books andarticles. His theory of multiple intelligences has challenged long-held assumptions aboutintelligence -- especially about a single measure of intelligence. Dr. Gardner also co-directsHarvards Project Zero.THE ORIGINAL SEVEN INTELLIGENCESHoward Gardner first identified and introduced to us seven different kinds of intelligence inFrames of Mind. • Linguistic intelligence: a sensitivity to the meaning and order of words. • Logical-mathematical intelligence: ability in mathematics and other complex logical systems. • Musical intelligence: the ability to understand and create music. Musicians, composers
  7. 7. and dancers show a heightened musical intelligence. • Spatial intelligence: the ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. • Bodily-kinesthetic intelligence: the ability to use ones body in a skilled way, for self- expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. • Interpersonal intelligence: an ability to perceive and understand other individuals -- their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. • Intrapersonal intelligence: an understanding of ones own emotions. Some novelists and or counselors use their own experience to guide others.Then, Gardner identified an eighth intelligence, the naturalist intelligence.HOWARD GARDNER TALKS ABOUT AN EIGHTHINTELLIGENCEGardner discussed the "eighth intelligence" with Kathy Checkley, in an interview for EducationalLeadership, "The First Seven... and the Eighth." Gardner said, "The naturalist intelligence refersto the ability to recognize and classify plants, minerals, and animals, including rocks and grassand all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakersmay also depend on the naturalist intelligence. (S)ome people from an early age are extremelygood at recognizing and classifying artifacts. For example, we all know kids who, at 3 or 4, arebetter at recognizing dinosaurs than most adults."Gardner identified Charles Darwin as a prime example of this type of intelligence.The naturalist intelligence meshed with Gardners definition of intelligence as "the human abilityto solve problems or to make something that is valued in one or more cultures." And thenaturalist intelligence met Gardners specific criteria: • "Is there a particular representation in the brain for the ability? • "Are there populations that are especially good or especially impaired in an intelligence? • "And, can an evolutionary history of the intelligence be seen in animals other than human beings?"IMPLEMENTING GARDNERS THEORY IN THECLASSROOMWhen asked how educators should implement the theory of multiple intelligences, Gardner says,"(I)ts very important that a teacher take individual differences among kids very seriously Thebottom line is a deep interest in children and how their minds are different from one another, andin helping them use their minds well."
  8. 8. An awareness of multiple-intelligence theory has stimulated teachers to find more ways ofhelping all students in their classes. Some schools do this by adapting curriculum. In "Variationson a Theme: How Teachers Interpret MI Theory," (Educational Leadership, September 1997),Linda Campbell describes five approaches to curriculum change: • Lesson design. Some schools focus on lesson design. This might involve team teaching ("teachers focusing on their own intelligence strengths"), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics. • Interdisciplinary units. Secondary schools often include interdisciplinary units. • Student projects. Students can learn to "initiate and manage complex projects" when they are creating student projects. • Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teachers criteria for quality. • Apprenticeships. Apprenticeships can allow students to "gain mastery of a valued skill gradually, with effort and discipline over time." Gardner feels that apprenticeships "should take up about one-third of a students schooling experience."With an understanding of Gardners theory of multiple intelligences, teachers, schooladministrators, and parents can better understand the learners in their midst. They can allowstudents to safely explore and learn in many ways, and they can help students direct their ownlearning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.
  9. 9. Background of Multiple Intelligences (part 2) Multiple Intelligences: Its Not How Smart You Are, Its How Youre Smart!Article by Walter McKenzieEducation World®Copyright © 2010 Education WorldHoward Gardners multiple intelligence theory has asked educators to take a fresh look at ourassumptions about children and learning. Teachers around the world are rethinking lessonsand units -- and their entire approaches to teaching -- based on his research. Whether yourejust learning the ropes or looking for a more in-depth study of M.I. applications, theresmaterial on the Web for you! Included: A wealth of information on multiple intelligencetheory, from articles and interviews to lessons, projects, and activities!Consider one 17-year-old boy who twice failed grade 10. This students IQ score, at barely 100,allowed him to squeak into the public schools regular program, but his schools testing practiceprevented the boy from rising past the bottom scores in his class. For a while, in spite of hisdifficulties to pass most tests, the student desperately tried to succeed at school. Life on a farmtaught him the value of hard consistent work, and the boys easy-going nature splashed color onclassroom activities. His infectious laughter made him a sought-after friend to both peers andstaff. The shop teacher told how he frequently hung around to help out after class, and how,when volunteers were requested, he was first to respond.Although the boy mastered few skills championed in traditional Western curricula, he clearlypossessed his own unique array of talents. While he showed higher than average inter-communication ability, however, he withdrew and often grew noticeably quiet when tests werehanded back..."One principal suggested that the boy came to school with the wrong abilities. Other educators,like his science and music teachers, suggested that the school issued this student the wrong tests.Unfortunately, however, the boy failed grade 10. Already stung by two previous failures andrather than repeat again, eventually he simply dropped out of the high-school system."How many teachers recognize a student like the one so eloquently described above in thisexcerpt from A Portrait Of A Student Failed (New Horizons for Learning Electronic Journal,Spring 1992)? In that story, author Patricia Weber goes on to make a case for the work ofHoward Gardner, father of the theory of multiple intelligences. Writes Weber, "Educator andresearcher Howard Gardner argues that the educational systems narrow view of intelligencemust be replaced with an attempt to mobilize the students full range of human intelligences."The majority of teachers were fortunate to have successful experiences as students; they wereable to master the requirements of a language arts-mathematics based curriculum and thenarrowly designed methods used to measure progress. But what about those students, such as theboy described by Weber, who werent able to demonstrate their abilities in traditionally roteways? How have we penalized those students over the years?
  10. 10. Howard Gardners multiple intelligence theory (hereafter referred to as M.I.) transcends theboundaries of how we have traditionally looked at learning. And it couldnt have happened at amore important moment in our history. The citizens of the 21st century will not thrive by simplymastering literacy and computation; they will need to be real-world problem solvers whounderstand how to access and manipulate all kinds of information in incredibly flexible ways inorder to be productive. M.I. provides us with the tools to meet this challenge today.THE GARDNER DID IT!"Intelligence is the ability to find and solve problems and create products of value in ones ownculture.""How can our knowledge, given the intelligences, help us learn to think like a historian, like ascientist, and so on? If we dont change the way people think about those things, then school is awaste of time after elementary school."-- Dr. Howard Gardner, Harvard UniversityM.I. theory is so holistic that the best place to start is with the big picture -- What is this theoryand what are its implications for the classroom? The Theory Of Multiple Intelligences gives anice overview of the underpinnings of Gardners theory. You might also take a look at Its NotHow Smart You Are -- Its How You Are Smart (click Overview ), which explores all theintelligences in laymans terms.IMPLICATIONS AND APPLICATIONSSo you might be able to buy into the theory, but you need to see how M.I. translates intoclassroom teaching. Thomas Armstrongs Multiple Intelligences presents the theory and itsimplications for teachers, while The Gardner School page demonstrates the possibilities ofimplementing M.I. in the curriculum.HIT THE GROUND RUNNING!Still looking for something to truly get you off and running with Gardners view of intelligence?I highly recommend Mrs. Youngs Page on Multiple Intelligences. This is one of the best M.I.pages out there for teachers who are ready to begin working M.I. theory into their instruction.Millions of teachers are adopting Howard Gardners view of children and learning -- and many ofthose teachers are finding helpful M.I. resources on the Internet. Using a multiple intelligenceapproach to teaching can energize a classroom and help every child achieve success, M.I.proponents say. No matter the grade level or subject, Gardners theory can have a profoundimpact on teachers and students.
  11. 11. Verbal -Linguistic Logical-
  12. 12. Mathematical Musical
  13. 13. Spatial
  14. 14. Bodily-Kinesthetic
  15. 15. Interpersonal
  16. 16. Intrapersonal
  17. 17. Verbal-Linguistic Use written and spoken language to express complex meaning • The capacity to use language, your native language, and perhaps other languages, to express whats on your mind and to understand other people • Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer, or a person for (Word Smart) whom language is an important stock in trade, highlights linguistic intelligence • Well-developed verbal skills and sensitivity to thePeople Examples: sounds, meanings and rhythms of wordsShakespeare • Occurs through written and spoken words, such as inAgatha Christie essays, speeches, books, informal conversation,Margery Williams debates, and jokesMaya AngelouHemingway This intelligence involves the knowing that comes through theLongfellow language, through reading, writing, and speaking. It involvesLouisa May Alcott understanding the order and meaning of words in both speech andRobert Frost writing and how to properly use the language. It involvesMark Twain understanding the socio-cultural nuances of a language, includingMary Higgins Clark idioms, plays on words, and linguistically based humor.Steinbeck If this is a strong intelligence for you, you have highly developedJ. K. Rowlings skills for reading, speaking, and writing, and you tend to think inElizabeth Barrett words. You probably like various kinds of literature, playing word Browning games, making up poetry and stories, getting into involved discussions with other people, debating, working crossword puzzles, formal speaking, creative writing, and the remembering of and art of telling jokes. You are likely precise in expressing yourself and irritated when others are not. You love learning new words, you do well with written assignments, and your comprehension of anything you read is high. Careers: Poets, public speakers, journalists, writers (authors, advertising, script and speech writers), speech pathologists, lawyers, secretaries, editors, proofreaders, comedians, debaters, archivists, translators, TV and radio newscasters, commentators, announcers BENEFITS to you when you strengthen your WordSmarts include: • Enhanced capacities for communicating your ideas, thoughts, and feelings • A greater appreciation of humor based on words, such as puns, jokes, limericks, and so on • Improved abilities and confidence for expressing yourself through any kind of writing
  18. 18. • New abilities for persuading others to take a certain course of action • Strengthened skills at leading meetingsTeaching Resources • Diary entries • Government documents • Personal narratives • Historical documents • LettersBasic MI Activities - Teaching Activities • Compose essays • Poetry, etc. for publishing on web page • Critique written resources through an annotated bibliography (hypertext)Instructional Strategies - Teaching Activities • Discussion • Narration • Advanced organizers • Writing activitiesLinguistic-verbal intelligence is that ability to use words effectivelyeither orally or in writing, that is, the ability to exhibit languagedevelopment in its fullest form, in short, the overall structure oflanguage. This way of knowing and comprehending the real world isthe ability to use language to achieve a goal and enhanceunderstanding. A core component of this traditional IQ-typeintelligence is sensitivity to the meanings, rhythms, and sounds ofwords ... in short, sensitivity to the different functions of language. • Young children with this dominance often demand story after story around bedtime. When they enter school, they have highly developed verbal skills, enjoy developing rhymes, and often pun. In short, they tend to think in words. They like oral and silent reading exercises, playing word games, enjoying a variety of reading and writing materials at learning centers, making up poetry and stories, getting into involved discussions, debates, formal speaking, creative writing, and telling complicated jokes. • Older children possess strong vocabularies, and, at times, can get so lost in a thick book that they almost forget about their dinner. At this age, they may subscribe to their favorite
  19. 19. magazines, or use a word processing application to keep a personal diary or secret journal.• Adults tend to be precise in expressing themselves; they love verbalizing and writing well. Also, their understanding of what they have read tends to be well above the norm.
  20. 20. Mathematical- Discern logical or numerical patterns; deductive reasoning Logical • Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns • People with highly developed logical/mathematical intelligences understand the underlying principles of some kind of a causal system, the way a scientist or a logician does(Math Smart) • Can manipulate numbers, quantities, and operations, the way a mathematician does • Uses numbers, logic, scientific reasoning, andPeople Examples: calculating to help solve problems and meet challengesArchimedies This intelligence uses numbers, math, and logic to find and understand the various patterns that occur in our lives:Sir Isaac Newton thought patterns, number patterns, visual patterns, and colorGalileo patterns. It begins with concrete patterns in the real world butCopernicus gets increasingly abstract as we try to understandEinstein relationships among patterns.Pythagoras If you happen to be a logical-mathematically inclined person,Euclid you think more conceptually and abstractly and are often ableKepler to see patterns and relationships that others miss. You probably like to conduct experiments, solve puzzles and otherPascal problems, ask cosmic questions, and analyze circumstances and peoples behavior. You most likely enjoy working with numbers and mathematical formulas and operations, and you love the challenge of a complex problem to solve. You are probably systematic and organized, and you likely always have a logical rationale or argument for what you are doing or thinking at any given time. Careers: Computer technicians and programmers, underwriters, accountants, statisticians, poll takers, stock brokers, auditors, actuaries, purchasing agents, bankers, accountants, professional debaters, math teachers, attorneys, scientific researchers, arbitrators, underwriters, medical professionals, data analysts, logicians BENEFITS of developing LogicSmarts include: • Becoming a better problem-solver • Increasing organization and clarity of your thoughts and ideas • Learning to apply different thinking methods to different situations • Gaining enhanced skills for seeing how to apply or use information you read or learn in your life • Becoming better at reasoning and figuring out solutions
  21. 21. to challenges which come into your lifeTeaching Resources • Charts • Diagrams • Government reports • Statistical demographic and population dataBasic MI Activities - Teaching Activities • Analyze statistical historical data • Create graphic representations of historical data • Create hyper-linked timelineInstructional Strategies - Teaching Activities • Problem solving • Investigation • Experimentation • QuestioningLogical mathematical intelligence is all about using numberseffectively, improving inductive and deductive reasoning skills, andbeing able to appreciate, recognize, and use abstract patterns inproblem solving situations. Many mainstream psychologistscontinue to consider this intelligence, in conjunction with Gardnerslinguistic-verbal intelligence, as the only form of smarts. This (Jean)Piagetian-type ability that intellectual quotient (IQ) tests purport tomeasure, deals with inductive and deductive thinking, numbers, andpatterns. • Young children are always asking how things work; they learn to count easily. They enjoy working with manipulative, puzzles, categorizing activities, and working on timelines. Over the years, I have had many such learners in my classes. They think conceptually and abstractly, and are often able to see patterns and relationships that ordinary students miss. They like to experiment, solve puzzles and other problems, ask cosmic questions; in short, they tend to be the classroom thinkers. They generally enjoy working with numbers, mathematical formulae and operations, continuously appreciating the challenge of a complex problem to solve. They tend to be systematic and analytical, and they always have a logical rationale or argument for what they are doing or thinking. • Older children often become quite skilled at many areas of mathematics, calculus, and science, perhaps even creating a hypothesis for the development of a new invention. Students
  22. 22. at this age also enjoy puzzles and recognize patterns in the world around them.Adults are best able to use and appreciate abstract relationships.
  23. 23. Produce and appreciate forms of musical expressivenessMusical Rhythmic • Ability to produce and appreciate rhythm, pitch and timber • The capacity to think in music, to be able to hear patterns, recognize them, and perhaps manipulate them • People dont just remember music easily - they cant get it out of their minds, its so omnipresent(Music /Sound • Learns through sounds, rhythms, tones, beats, musicSmart) produced by other people or present in the environment This is the knowing that happens through sound and vibration. This intelligence is not limited to music and rhythm. Some refer to this intelligence as auditory-vibrational, for it deals with the whole realmPeople Examples: of sound, tones, beats, and vibrational patterns as well as music. If you are strong in this intelligence area, you likely have a love ofMozart music and rhythmic patterns. You are probably very sensitive toBach sounds in the environment; the chirp of a cricket, rain on he roof,Beethoven varying traffic patterns. You may study and work better with music in the background. You can often reproduce a melody or rhythmicDebussy pattern after hearing it only once. Various sounds, tones, andGershwin rhythms may have a visible effect on you-- others can often see aHaydn change in facial expression, body movement, or emotionalTchaikovsky response. You probably like to create music and enjoy listening to a wide variety of music. You may be skilled at mimicking sounds,Chopin language accents, and others speech patterns, and you canScott Joplin probably readily recognize different musical instruments in aJohn Lennon composition.Stevie Wonder Careers: Music therapist, advertising professionals, motion picture soundtrackBurt Bacharach creators, music teachers, piano tuners, music studio directors andCarole King recorders, song writers, music performers, conductors, soundJohn Williams engineers, music copyistsCarlos Santana BENEFITS to you of developing and enhancing your Sound Smarts intelligence include: • Knowledge of how to lower stress through music and rhythm • Enhanced abilities to promote greater creativity in yourself and others • Discovering your hidden capacities for learning and for remembering information, people’s names, a shopping list, and so on • Discovering how to use music, rhythm, and sound to shift moods to more optimal states of being • Knowledge of how to use music and sound to deepen personal relationships with others Teaching Resources • Lyrics or audio files of patriotic protest • Period and other historical music Basic MI Activities - Teaching Activities
  24. 24. • Analysis of song lyrics • Composition of song lyrics • Design and publish PowerPoint presentations which incorporate music and visual elementsInstructional Strategies - Teaching Activities • Simulations • Song analysis • Creative song writing • PerformancesMusical intelligence is that special ability to recognize tonal patterns,rhythm and beat. In other words, it is the ability to understand andexpress well numerous musical forms. Such learners are mostsensitive to environmental sounds, the human voice and musicalinstruments. In short, they possess a strong ear for music. Unlikethe average person, rhythms, musical patterns, tones, and varioussounds often have a more visible effect on them, in that you caneasily detect a change in their facial expressions, emotionalresponses, and/or specific body movements. As a music teacheronce said to me, they have music constantly swimming in theirheads. They are sensitive to rhythm, pitch and melody, includingsounds in the environment such as rain on a roof, various trafficpatterns, even the chirp of a cricket. • Young children can often be heard banging on pots and/or singing nonsense songs to themselves in the bathtub. Children with a dominant musical intelligence may enjoy a hum and easily turn sounds into rhythms; they retain melodies and lyrics well. • Older children acquire good memories for lyrics, perhaps even emitting the odd wince here and there when their parents sing "Happy Birthday" off key. Such children often play an instrument quite well. They are often quite skilled at mimicking language accents, sounds, the speech patterns of others, and recognizing different musical instruments in a composition.Adults enjoy creating, singing and listening to a wide variety ofmusic, in short, they love music and its various rhythmical patterns.They can often reproduce a melody or rhythmic pattern after hearingit only once.
  25. 25. Visual-Spatial Perceive the visual world accurately; Create mental images; Capacity to think in images and pictures, to visualize accurately and abstractly • The ability to represent the spatial world internally in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or(Image Smart) sculptor represents a more circumscribed spatial worldPeople Examples: • Can be used in the arts or in the sciences. If you are spatially intelligent and oriented toward the arts, you areMichelangelo more likely to become a painter or sculptor or architectLeonardo Da Vinci than, say a musician or a writer. Similarly, certain sciences like anatomy or topology emphasize spatialPicasso intelligenceVan GoghMonet • Uses the sense of sight and being able to imagine andMary Cassatt visualize an object, including making mental imagesRembrandt inside our headDiane Arbus We often say, "A picture is worth a thousand words," or "Seeing is believing." Visual-spatial intelligence represents the knowing thatGrandma Moses occurs through the shapes, images, patterns, designs, and texturesI.M. Pei we see with our external eyes, but it also includes the images weFrank Lloyd are able to conjure inside our heads.Wright If you are strong in this intelligence you tend to think in images and pictures. You are likely very aware of objects, shapes, colors,Meryl Streep textures, and patterns in the environment around you. You probablyAnnie Liebovitz like to draw, paint, make interesting designs and patters, and workSteven Spielberg with clay, colored markers, construction paper and fabric. ManyGeorgia OKeefe who are strong in visual-spatial intelligence love to work jigsaw puzzles, read maps, and find their way around new places. You probably have definite opinions about colors that go together well, textures that are appropriate and leasing, and how a room should be decorated. You also are probably excellent at performing tasks that require seeing with the minds eyes, such as visualizing, pretending, imaging, and forming mental images. Careers: Interior decorators, graphic design artists, cartographers, photographers, architects, airline pilots, surgeons, painters, sculptors, chefs (with their food presentations), quilters, needle point embroiders, landscapers, theater set designers, professional drivers, cinematographers, book illustrators, tour guides, jewelry and clothing designers BENEFITS to you of strengthening your Image Smarts intelligence include: • Being able to visualize what you want in your life and make it happen • Gaining the ability to express your ideas and make them clearer through visual representation • Discovering powerful aids to memory–our brains naturally
  26. 26. think in images and pictures before we have words • Teaching yourself to "think outside the box" • Accessing your own deep sources of inner wisdom and guidanceTeaching Resources • Map • Diagrams • Illustrations • Battlefield representations • Historical timelinesBasic MI Activities - Teaching Activities • Construct thematic web pages that include various visual images (e.g., posters, political cartoons, broadsides, photos, illustrations) • Construct hyperlinked timelines and mapsInstructional Strategies - Teaching Activities • Imagery • Map analysis • Observation activities • Construction of dioramas or postersVisual spatial intelligence makes it possible for us to perceive visualand spatial data, to transform such data, as well as being able torecreate visual images from memory. In other words, it is an abilityto form a cerebral model of a spatial world by relying on the sense ofsight. This way of understanding the world includes the ability tocreate mental images and to use ones imagination. • Young children might build cities out of blocks and create impromptu murals on the kitchen and bedroom walls. They like to draw, paint, make interesting designs and patterns from fabric, colored construction paper, and clay. As well, they love putting together jigsaw puzzles. • Older children tend to be good at reading maps and finding their way around new places, daydreaming, creating accurate drawings; they may find it easier to learn information that is presented in images rather than just by words. Put a slightly different way, a strength here often means one does well at visualizing things.Adults think in images and pictures. They are often very aware ofobjects, colors, shapes and patterns in the environment. Theypossess strong opinions about such things as colors that gotogether, textures that are pleasing and appropriate, and
  27. 27. decorating. To sum, they are excellent at performing tasks that require seeing with the minds eye (visualizing, forming mental images, imagining, and pretending). Bodily- Ability to control body movements and handle objects Kinesthetic skillfully • The capacity to use your whole body or parts of your body: (your hands, your fingers, your arms), to solve a problem, make something, or put on some kind of production(Body Smart) • The most evident examples are people in athletics or the performing arts, particularly when dancing or actingPeople
  28. 28. Examples: • Uses physical movement and performance (a.k.a. learning by doing) to understandBarishnakovCathy Rigby We often talk about learning by doing. This way of knowing happens through physical movement and through theTiger Woods "knowings" of our physical body.. The body knows a greatMichael Jordan deal that is not necessarily known by the conscious, logicalDavid mind, such as how to ride a bike, parallel park a car, danceCopperfield the waltz, catch a thrown object, maintain balance whileMarcel Marceau walking, and type on a computer keyboard.Charlie Chaplin If you are strong in this intelligence area, you tend to have aHarry Houdini keen sense of body awareness. You like physicalMia Hamm movement--dancing, making and inventing with your hands, and role-playing. You probably communicate well through body language and other physical gestures. You can often perform a task much better after seeing someone else do it first and then mimicking those actions. You probably like physical games of all kinds. and you like to demonstrate how to do something for someone else. You may find it difficult to sit still for long periods of time and are easily bored or distracted if you are not actively involved in what is going on around you. Careers: Gymnasts, physical therapists, models, mechanics, choreographers, actors, recreation directors, crafts persons, athletes, invertors, builders, dancers, circus artists, bodybuilders, doctors, nurses, exercise instructors, sport coaches, law enforcement personnel BENEFITS to you when you strengthen Body Smarts in your life include: • Improving over-all functioning of your body and your physical movements • Strengthening connections between the mind and body–we know they profoundly effect each other • Gaining greater awareness of your "body language" and how to use your body to become a better communicator with others • Discovering the innate abilities to train the body to "multi-track" or to perform a variety of tasks at the same time • Gaining an awareness of how to reduce stress in various regions of the body Teaching Resources • Illustrations and descriptions of historical costumes • Cooking
  29. 29. • Dance • Role playing or simulation Basic MI Activities - Teaching Activities • Internet based simulations • Cooperative web searches or web quests • Role playing activities that incorporate Web resources • Classroom presentations Instructional Strategies - Teaching Activities • Simulations • Modeling • Role playing • Analyzing manipulative Bodily kinesthetic intelligence is related to physical movement and the knowledge of the body and how it functions; it includes the ability to use many parts of the body to express emotion, to play a game, and to interpret and invoke effective "body" language. Those "at promise" in this domain enjoy and learn best from activities that use the body and involve movement, such as dance, crafts, mime, sports, acting and using manipulatives. • Young children who demonstrate a strong bodily kinesthetic intelligence are highly coordinated and often quite tactile. They enjoy all sorts of athletics and would rather be a participant than a spectator. Also, this way of understanding the world is most evident in young children who have a hard time sitting still and are well coordinated. • Older children who demonstrate this type of intelligence may be good dancers or athletes, or particularly good at mimicking the classroom teacher. • Adults have a keen body awareness. They enjoy physical movement, dancing, hugging, making and inventing things with their hands, including role playing. They are easily bored if they are not actively involved in what is going on around them. They communicate well through body language and similar physical gestures. In general, those who are "at promise" in this intelligence like physical games of all kinds and demonstrating how to do things. In fact, they can often perform a task after seeing it done.Interpersonal Understand others; discern verbal and non-verbal cues; Capacity to detect and respond appropriately to the moods, motivations and desires of others • Understanding other people
  30. 30. • An ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician. Anybody who deals with other people has to be skilled in the interpersonal sphere(People Smart) • Uses person-to-person relating, communication, People teamwork, and collaboration with others Examples: This is the person-to-person way of knowing. It is the Abraham knowing that happens when we work with and relate to other Lincoln people, often as part of a team. This way of knowing also George requires developing a whole range of social skills that areWashington needed for effective person-to-person communication and Ghandi relating. Dr. Joyce If this person-to-person way knowing is more developed in Brothers you, you learn through personal interactions. You probably Oprah have lots of friends show a great deal of empathy for other Winfrey people, and exhibit a deep understand of others points of Jesse view. You probably love team activities of all kinds and are Jackson a good team member--you pull your own weight and oftenMartin Luther much more. You are sensitive to other peoples feelings and King ideas and are good at piggybacking your ideas on others Rev. Billy thoughts. You are also likely skilled drawing others out in a Graham discussion and you probably are skilled in conflict resolution, mediation, and finding compromise when people are in radical opposition to each other. Careers: Teachers, administrators, arbitrators, anthropologists, organization leaders (presidents and CEOs), sociologists, talk show hosts, politicians, public relations or customer service personnel, salespersons, travel agents, consultants, social affairs directors BENEFITS to you of developing People Smarts include: • Developing the ability to understand other people, their perspectives, and their motivations • Having deeper and more satisfying relationships with others • Gaining a genuine empathy for others • Enhanced leadership skills, including becoming a better communicator • Enhanced quality of the time you spend and relationship you have with your family Teaching Resources • All of the above resources that might be used in cooperative MI activities Basic MI Activities - Teaching Activities
  31. 31. • All of the above activities that might be designed to incorporate cooperative learning groupsInstructional Strategies - Teaching Activities • Cooperative learning • Peer teaching • Brainstorming • Shared inquiryInterpersonal intelligence is the capacity to value,understand, and respond appropriately to the motivations,moods, and feelings of others. Or more simply put, thesepeople learn best through person-to-person interaction.They usually have many friends, show a considerabledegree of empathy and are able to understand viewpoints ofothers. They appreciate differences in their neighborhoodsand around the world and they recognize and makedistinctions among others feelings and intentions veryeasily. • Young children with interpersonal intelligence enjoy playing with other children; they hate to be left alone. They love team activities of all kinds and are very good team members, pulling their own weight, often much more. • Older children then to become natural leaders, picking up on subtle social cues and knowing how to put others at ease. In short, they work well within groups and often end up in leadership role. • Adults are sensitive to the ideas and feelings of others and are adept at drawing others out in a discussion. When individuals are in radical opposition to each other, these are the ones who are often quite skillful in conflict resolution.
  32. 32. Intrapersonal Understand oneself; Engage in self-reflection & metacognition; Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes • Having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to (Self Smart) avoid, and which things to gravitate towardPeople Examples: • We are drawn to people who have a good understanding of themselves because thoseNEIL ARMSTRONG people tend not to screw up. They tend to knowHELEN KELLER what they can do, what they can’t do, and theyCOLUMBUS tend to know where to go if they need helpCHARLES LINDBERGHJOAN OF ARC • The knowing which comes from introspection,CLARA BARTON self-reflection, and raising questions about life’sCLEOPATRA meaning and purposeLEIF ERICSSONSIR EDMOND HIlLARY At the heart of this intelligence are our human self-reflective abilities by which we can step outside of ourselves and think about our own lives. This is the introspective intelligence. It involves our uniquely human propensity to want to know the meaning, purpose , and significance life. It involves our awareness of the inner world of the self, emotions, values, beliefs, and our various quests for genuine spirituality. If this intelligence is one of your strong points, you may like to work alone and sometimes you may shy away for others. You are probably self-reflective n self-aware, and thus you tend to be in tune with your inner feelings, values, beliefs, and thinking processes. You are frequently a bearer of creative wisdom and insight, you are highly intuitive, and you are inwardly motivated rather than needing external rewards to keep you going. You are often strong willed, self-confident, and have definite, well=though-out opinions on almost any issue. Other people will often come to you for advice and counsel. Careers: Therapists, psychologists, human potential researchers, philosophers, religious leaders (pastors and priests), social workers, mediation guides, counselors, self-help advisors, cognitive pattern researchers, mental health professionals BENEFITS of developing Self Smarts include: • Clarity about your life and where you are headed • Control of your destiny and the directions in which you want your life to move
  33. 33. • Improved self-confidence and self esteem • A deeper understanding of your core values and how to make them the center of all you do • Getting in touch with your "inner self" and learning how to trust it Teaching Resources • All of the above resources that might be used in reflective, individual MI activities Basic MI Activities - Teaching Activities • All of the above activities that might be completed through reflective individual projects Instructional Strategies - Teaching Activities • Decision making • Journal writing • Self-discovery • Independent learning projects Intrapersonal intelligence deals with the development and understanding of the self and using this knowledge to live well; it includes personal goals, feelings, anxieties and strengths and subsequently drawing from that awareness to guide personal behavior. These people often enjoy working alone, sometimes even shying away from others and off quietly by themselves. They are often strong willed, self- confident, and possess definite, well-thought-out opinions on various issues. • Young children can be left on their own to play happily, and may be a bit shy or stubborn. • Older children may keep journals or logs, express strong emotions and well developed opinions, and seem blithely unconcerned by other kids notions of whats "in" and whats "out." • Adults are self-reflective and self-aware, thus they often tend to be in tune with their inner feelings, beliefs, thinking processes, and values. They are frequent bearers of creative wisdom and insight, are highly intuitive, and are inwardly motivated rather than requiring external rewards to keep them going.Naturalist Ability to recognize and categorize plants, animals and other
  34. 34. objects in nature • Weather conditions of the natural world • Recognize patterns and distinctions in the natural world This intelligence involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the (Nature Smart) ability to classify other things as well. It may be exercised by exploring nature, making collections of objects, studying them,People and grouping them.Examples: Careers:Galileo Forest rangers, nature guides, animal trainers, zoo keepers,Rachael Carson landscape designers, gardeners, scientists investigating theJohn Audubon biological and physical worlds, bird watchers, veterinarians,Lewis & Clark farmers, people involved in scouting and camping, botanists,Jane Goodall horticulturists, florists, meteorologists, conservationsJacques CosteauDiana Fossey BENEFITS of developing and strengthening Nature Smarts include:John Muir Sacajawea • Gaining an awareness of how nature effects and shapes who you are as a person • Developing a respect for other creatures which inhabit our world • Acquiring a greater sensitivity to larger patterns in the environment, such as the weather, changing seasons, phases of the moon, etc. • Nurturing the ability to grow things • Caring for and conserving the natural environment Teaching Resources • Illustrations • Paintings • Maps • Personal narratives and photographs of historical • Contemporary environments Basic MI Activities - Teaching Activities • Design virtual landscapes • Analyze computer simulated topographic battlefields, cities, maps, etc. Instructional Strategies - Teaching Activities • Recognize and classify cultural and natural artifacts
  35. 35. • Data gathering in natural setting Naturalist intelligence is the ability to recognize and classify elements of the natural world. That is, this intelligence enables us to classify, understand, and explain the elements of nature. Those "at promise" in this domain have an understanding of the environment; they learn well through outdoor activities, including those that involve interacting with natural and environmental materials and concepts. • Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. • Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants. • Adults tend to be aware of the subtleties in appearance, texture, and sounds that those weaker in this intelligence may not grasp. Stated a slightly different way, this intelligence has to do with observing, understanding and organizing patterns in the natural environment.Multiple Intelligences Information was taken from:http://www.lth3.k12.il.us/rhampton/mi/MIW.html