Nick RabinovitchDirector of Product Developmentnickr@humanesources.com
What’s in Common?¦    Martin Luther King Jr.¦    Mozart¦    Charles Darwin¦    Oprah Winfrey¦    Frank Lloyd Wright¦...
Multiple Intelligence Theory
What is Multiple Intelligence (MI)?Each of us has preferred ways to understandand express information and ideas.¦    1983...
How were the intelligences determined?Specific criteria must be met to identify an intelligence:   1.    Potential isolati...
Benefits of Addressing MI¦    Develops students’ metacognitive skills – learning how to learn¦    Allows more individual...
The Nine Intelligences Bodily-kinesthetic - move body and objects in coordinated and precise manner Existential – see the ...
MI AdvantageAssessment - Report - Careers
How does MI make a difference?Project SpectrumStudy of students who are exposed to a battery of targeted MI activities    ...
What difference has it made?¦  Project           SUMIT¦    3-year study of 42 schools      ¥  Examined applications of ...
MI AdvantageAssessment - Report - Careers
Assessment Structure¦    Surveys students’ experiences      and inclinations to determine      their level of each intell...
Assessment Question
Assessment Metricsn = 830       330 (40%) male           500 (60%) femaleReliabilityInternal consistency (Chronbach’s alph...
ReportGoals                            Methods                                  Ø    Highlight strengths and ¥    Improv...
Intelligence Profile
Career Recommendations¦    See top matching career list that compares top 3 intelligences for a career      to the levels...
Individual Intelligence Sections1.    Understand2.    Engage3.    Direct
Understand
Understand & Engage
Direct
Direct
Direct
MI AdvantagePractical Applications
Student Applications1.          Self-awareness      ü       Reflect on profile and report      ü       Career research b...
Teacher Applications1.          Take assessment and reflect on teaching style      ü      Are activities varied across in...
Counselor Applications¦    Intervention with struggling students      ü    Look for alignment between struggles and inte...
Sample Activities Gut Response (Self-Awareness)¦    Students use words, their body, sounds, or a facial expression to dis...
Sample ActivitiesFinding Synergy (Appreciating diversity)¦  Match students up into groups of 2-4. Ensure that each person...
How can parents use MI?¦  Learn    about each intelligence in order to:  ¥    Recognize their own strengths and challeng...
MI Advantage Resources¦  Counselor/Advisor        Handbook¦  Statistical   Analysis¦  Student   Quick Start Guide¦  St...
How MI Advantage works with…¦    Learning styles theory looks at      ¦    Personality type theory classifies      how i...
Additional MI Resources¦  Armstrong,             T. (1994), Multiple Intelligences in the  Classroom. Alexandria, VA: ASC...
Additional MI Research¦    Project Zero’s Project SUMIT      www.pz.harvard.edu/research/sumit.htm¦    Project Zero Publ...
Questions? Nick Rabinovitch Director of Product Development nickr@humanesources.com
Appendix A – The nine intelligences
Bodily-Kinesthetic Intelligence¦  Ability   to:                 ¦  Career   examples:   ¥  move and manipulate         ...
Existential Intelligence¦  Ability   to:                  ¦  Career   examples:   ¥  view the “big picture” of     ¥  ...
Interpersonal Intelligence¦  Ability    to:                     ¦  Career   examples:   ¥  understand and work         ...
Intrapersonal Intelligence¦  Ability    to:                   ¦  Career   examples:   ¥    understand oneself          ...
Linguistic Intelligence¦  Ability   to:                 ¦  Career   examples:   ¥  understand and use           ¥  tra...
Logical-Mathematical Intelligence¦  Ability   to:               ¦  Career   examples:   ¥  reason inductively         ¥...
Musical Intelligence¦  Ability   to:                   ¦  Career   examples:   ¥  play an instrument or sing     ¥  co...
Naturalist Intelligence¦  Ability   to:                  ¦  Career   examples:   ¥  recognize, appreciate         ¥  z...
Spatial Intelligence¦  Ability   to:               ¦  Career   examples:   ¥  perceive objects           ¥  architect ...
NSI 2012: Human eSources
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NSI 2012: Human eSources

  1. 1. Nick RabinovitchDirector of Product Developmentnickr@humanesources.com
  2. 2. What’s in Common?¦  Martin Luther King Jr.¦  Mozart¦  Charles Darwin¦  Oprah Winfrey¦  Frank Lloyd Wright¦  Michael Jordan¦  Marie Curie
  3. 3. Multiple Intelligence Theory
  4. 4. What is Multiple Intelligence (MI)?Each of us has preferred ways to understandand express information and ideas.¦  1983 - Howard Gardner¦  Potential varies by nature and experience¦  Can be measured individually¦  Typically used in combinations
  5. 5. How were the intelligences determined?Specific criteria must be met to identify an intelligence: 1.  Potential isolation by brain damage 2.  Place in evolutionary history 3.  Presence of core operations 4.  Susceptibility to encoding (symbolic expression) 5.  Distinct developmental progression 6.  Existence of savants, prodigies and other exceptional people 7.  Support from experimental psychology findings 8.  Support from psychometric findingsSource: Gardner, H. (1999) Intelligence Reframed: Multiple intelligences for the 21st century. NY: Basic Books.
  6. 6. Benefits of Addressing MI¦  Develops students’ metacognitive skills – learning how to learn¦  Allows more individuals to find their strengths¦  Validates that students learn or express things differently ¥  a variety of techniques/methods must be used¦  Promotes variety in learning to solidify learning¦  Compatible with other current methodologies ¥  E.g. flipped teaching, cooperative learning, formative assessment, personalized learning, etc.
  7. 7. The Nine Intelligences Bodily-kinesthetic - move body and objects in coordinated and precise manner Existential – see the “big picture” and ask “big questions” Interpersonal – understand and connect with other people Intrapersonal – understand self, apply objectivity and self-regulate Linguistic – understand and use language effectively in a variety of media Logical-Mathematical – understand abstract ideas, reason and recognize patterns Musical - recognize and distinguish tones, rhythms, patterns and melodies Naturalist - recognize, appreciate, compare and classify elements of the environment Spatial – perceive, transform and recreate shapes and images accurately
  8. 8. MI AdvantageAssessment - Report - Careers
  9. 9. How does MI make a difference?Project SpectrumStudy of students who are exposed to a battery of targeted MI activities n  When working in their areas of strength, the majority students were characterized by their teachers as: n  easy to engage n  confident n  focused n  When working in their areas of weakness, the majority students were characterized by their teachers as: n  reluctant to engage n  distracted n  impulsive
  10. 10. What difference has it made?¦  Project SUMIT¦  3-year study of 42 schools ¥  Examined applications of MI theory ¥  Findings for schools: n  78% improved standardized test score n  78% reported improved performance from students with LD n  80% reported improvement in parent participation n  81% reported improvement in student discipline More details in book: Multiple Intelligences: Best Ideas from Research and Practice by Mindy Kornhaber. 2004. Pearson.
  11. 11. MI AdvantageAssessment - Report - Careers
  12. 12. Assessment Structure¦  Surveys students’ experiences and inclinations to determine their level of each intelligence¦  72 questions¦  10-15 minutes to complete¦  Appropriate for students from 8th grade to college
  13. 13. Assessment Question
  14. 14. Assessment Metricsn = 830 330 (40%) male 500 (60%) femaleReliabilityInternal consistency (Chronbach’s alpha)Bodily-Kinesthetic .87Interpersonal .84Intrapersonal .78Linguistic .83Logical-Mathematical .88Musical .89Naturalist .79Spatial .70ValidityCorrelations between MI Advantage and the established instruments below were measured.•  The Wonderlic Personnel Test (WPT) – a measure of global intelligence•  The General Aptitude Test Battery (GATB)•  The Bar-On EQi – for measures of emotional intelligence. *Correlations rLinguistic + Logical-Mathematical vs. WPT .55Linguistic vs. GATB Verbal .55Linguistic + Logical-Mathematical vs. GATB – general apt. .51Interpersonal vs. Bar-On Interpersonal .67Interpersonal + Intrapersonal vs. Bar-On EQi total .59
  15. 15. ReportGoals Methods Ø  Highlight strengths and ¥  Improve confidence expand their use ¥  Make learning easier Ø  Provide personalized strategies ¥  Appreciate intellectual Ø  Explain all intelligences and diversity where synergies exist
  16. 16. Intelligence Profile
  17. 17. Career Recommendations¦  See top matching career list that compares top 3 intelligences for a career to the levels the student has.¦  Or explore careers by one intelligence at a time.¦  Uses O*NET database
  18. 18. Individual Intelligence Sections1.  Understand2.  Engage3.  Direct
  19. 19. Understand
  20. 20. Understand & Engage
  21. 21. Direct
  22. 22. Direct
  23. 23. Direct
  24. 24. MI AdvantagePractical Applications
  25. 25. Student Applications1.  Self-awareness ü  Reflect on profile and report ü  Career research based on list2.  Strategic or Metacognitive approach to learning ü  Select and apply suggested learning strategies using strengths ü  Create and share of learning strategies based on strengths3.  Seek to expand capabilities ü  Challenge strengths with extension activities ü  Look to improve moderate and challenge areas
  26. 26. Teacher Applications1.  Take assessment and reflect on teaching style ü  Are activities varied across intelligences? ü  Is student evaluation varied?2.  Vary lessons and student evaluation methods ü  Use MI Advantage report and other resources ü  Team with educators who have other strengths3.  Mix and match students according to strengths ü  Similar strengths for metacognitive strategies and study groups ü  Different strengths for group projects (assigned roles) – valuing diversity
  27. 27. Counselor Applications¦  Intervention with struggling students ü  Look for alignment between struggles and intelligence profile (validation). ü  Place focus on strengths to boost confidence ü  Search for ways to expand use of strengths¦  Metacognitive boost for average students ü  Move from Knowledge to Comprehension, Application, Analysis, and beyond by covering same topic using different intelligences.¦  Increase challenge and interest for strong or bored students ü  Extension activities for strengths ü  Seek well-roundedness in developing moderate and challenge areas¦  Career and college planning ü  Career lists from report ü  Relate Tasks and Activities in career profile to intelligences ü  Discussion of college majors as they relate to different intelligences ü  Have student build portfolio of talents based on strengths
  28. 28. Sample Activities Gut Response (Self-Awareness)¦  Students use words, their body, sounds, or a facial expression to display how they feel about their what they have read in their report especially their profile.  Let students show their reactions, one at a time, and then explain their reactions.  Hint: if doing as a group, try to get the strongly intrapersonal students to go first, and prompt them to describe how they connected what they read in their reports to their feelings.Visualization (Self-awareness & Metacognitive approach)¦  Ask your students to think of an experience they have had when they were able to use one or more of their intelligence strengths. It is preferable that they think of an experience in school, but not absolutely necessary. Get the students to visualize that experience in as much detail as possible. Help them visualize by getting them to find a comfortable position (lay on the floor, rest your head on the table, lounge in a chair) and close their eyes. Play relaxing music at a low volume.  Tell them to be aware of their breathing, ask them to leave their present thoughts and clear their minds.  Once the participants appear to have relaxed, ask them to begin remembering their experience. Encourage participants to remember how they felt during the experience, all their actions, thoughts, and anything else related to the experience.  Subject Strategies (Metacognitive approach)¦  Have each student, or if possible, get groups of students with similar strengths to generate some study strategies based on their strengths for each subject area. For example, a group of students with high musical intelligence can get together to strategize about how to use their musical intelligence to be successful in math, language arts, science, etc. They can use their MI Advantage reports to get started with ideas, but should be free to discuss further.
  29. 29. Sample ActivitiesFinding Synergy (Appreciating diversity)¦  Match students up into groups of 2-4. Ensure that each person in the group has a different top strength. After reading their reports they will need to come up with ways that their diverse abilities can work together. Give them a sample school project that would need to be completed by the group. They should come up with roles for each person in the group that would take advantage of that person’s strengths.  Journals (Self-Awareness)¦  Ask students to keep a journal of their school experience through regular entries – paying special attention to how they use their intelligences, where they run into challenges and how they can overcome those challenges by using their strengths.3-3-3 (Self-Awareness & Metacognitive approach)¦  3 goals they have for school¦  3 ‘strategies’ they have been using to meet those goals¦  3 ways they might be able to apply information in their report to strengthen their strategies
  30. 30. How can parents use MI?¦  Learn about each intelligence in order to: ¥  Recognize their own strengths and challenges ¥  Observe and recognize their child’s intelligences ¥  Appreciate unique strengths (differences) among siblings ¥  Nurture all intelligences in their child through extracurricular activities
  31. 31. MI Advantage Resources¦  Counselor/Advisor Handbook¦  Statistical Analysis¦  Student Quick Start Guide¦  Staff Quick Reference Guide¦  Administrator Quick Reference Guide
  32. 32. How MI Advantage works with…¦  Learning styles theory looks at ¦  Personality type theory classifies how individuals receive individuals into 16 types based information best – multiple on psychological preferences intelligence theory looks at how ¦  Combining both theories provide individuals understand and greater insight to: express ideas. ¥  Personalize learning¦  Learning styles apply more to ¥  Enhance career selection external learning environment while multiple intelligences apply more to cognitive strategies.
  33. 33. Additional MI Resources¦  Armstrong, T. (1994), Multiple Intelligences in the Classroom. Alexandria, VA: ASCD.¦  Building Lesson Plans with MI in mind http://www.igs.net/~cmorris/mi_lesson_plans.html (includes many already completed lesson plans for multiple subjects and grade levels)¦  Index of Lesson Plans that consider MI http://www.uwsp.edu/education/lwilson/lessons/MI/miindex.htm
  34. 34. Additional MI Research¦  Project Zero’s Project SUMIT www.pz.harvard.edu/research/sumit.htm¦  Project Zero Publications http://pzpublications.com/intelligence.html¦  MI Institute www.miinstitute.info
  35. 35. Questions? Nick Rabinovitch Director of Product Development nickr@humanesources.com
  36. 36. Appendix A – The nine intelligences
  37. 37. Bodily-Kinesthetic Intelligence¦  Ability to: ¦  Career examples: ¥  move and manipulate ¥  professional athlete your body and objects ¥  mechanic within an environment in ¥  gymnast a fine-tuned, ¥  baker coordinated manner ¥  locksmith ¥  coordinate the mind and body to control muscle ¥  magician groups ¥  painter ¥  perform and remember ¥  tailor body movements
  38. 38. Existential Intelligence¦  Ability to: ¦  Career examples: ¥  view the “big picture” of ¥  philosopher how the world works ¥  theologist ¥  ask questions that go ¥  archeologist beyond our normal ¥  astrologer sensory experience ¥  chemist ¥  make connections ¥  mathematician between broad concepts and minute details ¥  researcher ¥  physicist
  39. 39. Interpersonal Intelligence¦  Ability to: ¦  Career examples: ¥  understand and work ¥  manager with people ¥  school principal ¥  establish and maintain ¥  social worker personal relationships ¥  barber ¥  see the world from ¥  demonstrator another’s perspective ¥  editor communicate well (verbally and non-verbally) ¥  historian ¥  co-operate in a group ¥  executive assistant ¥  influence others
  40. 40. Intrapersonal Intelligence¦  Ability to: ¦  Career examples: ¥  understand oneself ¥  artist ¥  law enforcement ¥  objectively reflect upon ¥  athlete your own thoughts and ¥  creative writer behavior ¥  fashion model ¥  seek future ¥  counselor self-improvement ¥  judge ¥  establish self-confidence ¥  politician
  41. 41. Linguistic Intelligence¦  Ability to: ¦  Career examples: ¥  understand and use ¥  translator language effectively ¥  wedding consultant using reading, writing, ¥  teacher speaking, sign language, ¥  call center agent Braille, etc. ¥  computer programmer ¥  recognize and use humor ¥  early childhood educator ¥  create verbal images ¥  historian ¥  understand language ¥  journalist patterns and relationships
  42. 42. Logical-Mathematical Intelligence¦  Ability to: ¦  Career examples: ¥  reason inductively ¥  engineer ¥  reason deductively ¥  insurance agent ¥  find relationships ¥  forensic scientist between abstract ideas ¥  valuator ¥  recognize logical ¥  technical writer sequences and patterns ¥  plumber ¥  identify & solve ¥  inspector problems ¥  judge
  43. 43. Musical Intelligence¦  Ability to: ¦  Career examples: ¥  play an instrument or sing ¥  composer ¥  create melodies and ¥  record producer rhythms ¥  singer ¥  enjoy and analyze music ¥  musician ¥  recognize and distinguish ¥  dance teacher tones, tonal patterns, ¥  art director rhythms, beats ¥  A/V recording technician ¥  understand musical ¥  interpreter structures
  44. 44. Naturalist Intelligence¦  Ability to: ¦  Career examples: ¥  recognize, appreciate ¥  zoologist and classify elements of ¥  botanist an environment ¥  geologist ¥  see connections within an ¥  taxidermist environment ¥  naturopath ¥  recognize when ¥  landscaper environmental changes occur ¥  metallurgist ¥  understand the impact of ¥  chemist environmental changes
  45. 45. Spatial Intelligence¦  Ability to: ¦  Career examples: ¥  perceive objects ¥  architect accurately ¥  pilot ¥  transform and recreate ¥  photographer images ¥  art instructor ¥  recognize how shapes ¥  carpenter and objects relate to ¥  tattoo artist each other ¥  optometrist ¥  land surveyor

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