BNU Master of Education  2010 – 11 Principles of Teaching and LearningTopic:   Multiple Intelligences&Universal Design For...
Multiple Intelligences&Universal Design For Learning<br />
Objectives<br />Howard Gardner’s Theory of Multiple Intelligences<br />Gardner’s  eight domains of intelligences<br />What...
Howard Gardner’s Theory of Multiple Intelligences <br /><ul><li>the traditional notion of intelligence, based on I.Q. test...
Gardner’s  eight domains of intelligences
In 1999, two more domains spiritual& existential intelligences</li></li></ul><li>Gardner’s  eight domains of intelligences...
What is UDL?<br />In today’s classroom, diversity is more and more prevalent each and every day.  Classroom teachers face ...
<ul><li>Set of principle in the curriculum
 Meeting individual needs
 One size does not fit all (CAST, 2009).
 Interest to learning's resembles DNA &      finger prints
 A blueprint for creating flexible goals, materials assessments and approaches to ensure the success of any type of learne...
In the UDL classroom, you will see:<br />multiple methods to solve any problem<br />information presented in multiple medi...
Multiple Intelligences Vs Universal Design for Learning  <br />
How to use Multiple Intelligences in school <br /><ul><li>Attend to all intelligences not just the traditional valued too
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Multiple intelligences

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Multiple intelligences

  1. 1. BNU Master of Education 2010 – 11 Principles of Teaching and LearningTopic: Multiple Intelligences&Universal Design For Learning<br />Presented by <br />Hadees Zahra & ShahlaChaudhri<br />(hadeeszahra@yahoo.com) (shellfiq@hotmail.com)<br />
  2. 2. Multiple Intelligences&Universal Design For Learning<br />
  3. 3. Objectives<br />Howard Gardner’s Theory of Multiple Intelligences<br />Gardner’s eight domains of intelligences<br />What is UDL?<br />In the UDL classroom, you will see:<br />Multiple Intelligences Vs Universal Design for Learning <br />How to use Multiple Intelligences in school<br />A TYPICAL MI CLASSROOM has:<br />Sternberg’s triarchic of intelligence<br />MI – issues and problems<br />Conclusion<br />Works Cited <br />
  4. 4. Howard Gardner’s Theory of Multiple Intelligences <br /><ul><li>the traditional notion of intelligence, based on I.Q. testing, is far too limited
  5. 5. Gardner’s eight domains of intelligences
  6. 6. In 1999, two more domains spiritual& existential intelligences</li></li></ul><li>Gardner’s eight domains of intelligences<br />
  7. 7. What is UDL?<br />In today’s classroom, diversity is more and more prevalent each and every day. Classroom teachers face the following challenges in education:<br /> English language barriers<br /> Behavior and emotional problems<br /> Lack of interest in education<br /> Sensory, physical, or learning disabilities<br />
  8. 8. <ul><li>Set of principle in the curriculum
  9. 9. Meeting individual needs
  10. 10. One size does not fit all (CAST, 2009).
  11. 11. Interest to learning's resembles DNA & finger prints
  12. 12. A blueprint for creating flexible goals, materials assessments and approaches to ensure the success of any type of learner.</li></ul>UDL recommends<br />
  13. 13. In the UDL classroom, you will see:<br />multiple methods to solve any problem<br />information presented in multiple mediums<br />alternate assessments to demonstrate new learning<br />goal setting appropriate to each learner<br />materials that meet the needs each learner<br />student-centered learning <br />
  14. 14. Multiple Intelligences Vs Universal Design for Learning <br />
  15. 15. How to use Multiple Intelligences in school <br /><ul><li>Attend to all intelligences not just the traditional valued too
  16. 16. Students need to have extended opportunities to work on a topic
  17. 17. Develop flexible programmes </li></ul>Multiple means of assessments <br /><ul><li>Acting on the belief that diverse students can learn and succeed
  18. 18. Reflect on what worked, what didn’t and rework it for next time. </li></li></ul><li>A TYPICAL MI CLASSROOM has: <br /><ul><li>engaged students
  19. 19. choices
  20. 20. portfolios for all students for all subjects
  21. 21. art centers
  22. 22. technology
  23. 23. co-teaching and collaboration
  24. 24. dioramas, projects, and multi-media presentations </li></li></ul><li>Sternberg’s triarchic of intelligence<br />Analytic (thinking)<br />Creative (responding to new experiences)<br />Practical (coping with everyday situation)<br />
  25. 25. MI – issues and problems<br />Are the criteria Gardner’s employs adequate?<br />Does Gardner’s conceptualization of intelligence hold together?<br /> Is there sufficient empirical evidence to support Gardner’s conceptualization ?<br />
  26. 26. Conclusion<br />utility in education<br />educators dominant discourses of skilling , curriculum and testing<br />Mindy Kornhaber’s project SUMIT <br />significant gains in SAT<br />metaphor of Compass points<br />markers (culture,readiness,tool,collaboration,<br /> choice and art)<br />
  27. 27. Works Cited <br /><ul><li>http://www.thomasarmstrong.com/multiple_intelligences.htm
  28. 28. http://www.education-world.com/a_curr/curr054.shtml
  29. 29. http://naungancinta.files.wordpress.com/2008/04/multiple_intelligences_diagram.jpg
  30. 30. http://www.pz.harvard.edu/Research/MISchool.htm http://www.cast.org/research/udl/index.html</li>

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