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Multiple intelligence
- 2. MULTIPLE INTELLIGENCE THEORY SUBJECT: CHILD DEVELOPMENT GROUP MEMBERS:AJEET KUMARAKRAM ALI BULIDI AYAZ SURAJ CHOWAN ASSIGNED BY: SIR ABDUL SABOOR NIZAMANI GOVT: ELEMENTARY COLLEGE OF EDUCATION M/W BADIN ADE BATCH 2018-19
- 4. INTRODUCTION OF HOWARD GARDNER HOWARDEARL GARDNER (BORN JULY 11, 1943) IS AN AMERICAN DEVELOPMENTAL PSYCHOLOGIST AND EDUCATION AT THE HARVARD GRADUATE SCHOOL OF EDUCATION AT HARVARD UNIVERSITY. GARDNER HAS WRITTEN HUNDREDS OF RESEARCH ARTICLES AND THIRTY BOOKS THAT HAVE BEEN TRANSLATED INTO MORE THAN THIRTY LANGUAGES. HE IS BEST KNOWN FOR HIS THEORY OF MULTIPLE INTELLIGENCES, AS OUTLINED IN HIS 1983 BOOK FRAMES OF MIND: THE THEORY OF MULTIPLE INTELLIGENCES
- 5. THE TYPE OFMULTIPLE INTELLIGENCES • LOGICAL-MATHEMATICAL INTELLIGENCE • INTRAPERSONAL INTELLIGENCE • INTERPERSONAL INTELLIGENCE • LINGUISTIC INTELLIGENCE • BODILY-KINESTHETIC INTELLIGENCE • VISUAL-SPATIAL INTELLIGENCE • MUSICAL INTELLIGENCE • NATURALIST INTELLIGENCE • EXISTENTIAL INTELLIGENCE
- 6. LOGICAL-MATHEMATICAL INTELLIGENCE • ABILITY TOEXPLORE PATTERNS, CATEGORIES AND RELATIONSHIPS BY MANIPULATING OBJECTS OR SYMBOLS, AND TO EXPERIMENT IN A CONTROLLED, ORDERLY WAY • ABILITY TO REASON EITHER DEDUCTIVELY OR INDUCTIVELY AND TO RECOGNIZE AND MANIPULATE ABSTRACT PATTERNS AND RELATIONSHIPS.
- 7. INTRAPERSONAL INTELLIGENCE • ABILITYTO GAIN ACCESS TO UNDERSTAND ONE'S INNER FEELINGS, DREAMS AND IDEAS. • PERSONAL KNOWLEDGE TURNED INWARD TO THE SELF. THIS FORM OF INTELLECT ENTAILS THE ABILITY TO UNDERSTAND ONE'S OWN EMOTIONS, GOALS AND INTENTIONS.
- 8. LINGUISTIC INTELLIGENCE • ABILITYTO USE LANGUAGE TO EXCITE, PLEASE, CONVINCE, STIMULATE OR CONVEY INFORMATION. • INVOLVES NOT ONLY EASE IN PRODUCING LANGUAGE, BUT ALSO SENSITIVITY TO THE NUANCES, ORDER AND RHYTHM OF WORDS.
- 9. INTERPERSONAL INTELLIGENCE • ABILITYTO UNDERSTAND OTHER PEOPLE, TO NOTICE THEIR GOALS, MOTIVATIONS, INTENTIONS, AND TO WORK EFFECTIVELY WITH THEM. • EMPATHIZE WITH OTHERS, OBSERVE AND UNDERSTAND OTHERS 'MOODS, FEELINGS, TEMPERAMENT.
- 10. BODILY-KINESTHETIC INTELLIGENCE • ABILITYTO USE FINE AND GROSS MOTOR SKILLS IN SPORTS, THE PERFORMING ARTS, OR ARTS AND CRAFTS PRODUCTION. • BODILY INTELLIGENCE INVOLVES USING THE BODY TO SOLVE PROBLEMS, TO CREATE PRODUCTS, AND TO CONVEY IDEAS AND EMOTIONS.
- 11. VISUAL-SPATIAL INTELLIGENCE • ABILITYTO PERCEIVE AND MENTALLY MANIPULATE A FORM OR OBJECT, AND TO PERCEIVE AND CREATE TENSION, BALANCE AND COMPOSITION IN A VISUAL OR SPATIAL DISPLAY. • ABILITY TO CREATE VISUAL-SPATIAL REPRESENTATIONS OF THE WORLD AND TO TRANSFER THOSE REPRESENTATIONS EITHER MENTALLY OR CONCRETELY.
- 12. MUSICAL INTELLIGENCE • ABILITYTO ENJOY, PERFORM OR COMPOSE A MUSICAL PIECE. • INCLUDES SENSITIVITY TO PITCH, RHYTHM OF SOUNDS, AS WELL AS RESPONSIVENESS TO THE EMOTIONAL IMPLICATIONS OF THESE ELEMENTS.
- 13. NATURALIST INTELLIGENCE • ABILITYTO RECOGNIZE FLORA AND FAUNA, COMMUNION WITH THE NATURAL WORLD AND ITS PHENOMENA. • INVOLVES THE FULL RANGE OF KNOWING WHAT OCCURS IN AND THROUGH OUR ENCOUNTERS WITH THE NATURAL WORLD INCLUDING OUR RECOGNITION, APPRECIATION, AND UNDERSTANDING OF THE NATURAL ENVIRONMENT.
- 14. EXISTENTIAL INTELLIGENCE • EXISTENTIALINTELLIGENCE IS CONCERNED WITH THE INNER LIFE OF MIND AND SPIRIT AND ITS RELATIONSHIP TO BEING IN THE WORLD. • IT IMPLIES A CAPACITY FOR A DEEP UNDERSTANDING OF EXISTENTIAL QUESTIONS AND INSIGHT INTO MULTIPLE LEVELS OF CONSCIOUSNESS; AND ALSO IMPLIES AWARENESS OF SPIRIT AS THE • CREATIVE LIFE FORCE OF EVOLUTION.
- 15. CONCLUSION • ASKS “HOWARE YOU SMART?” RATHER THAN “HOW SMART ARE YOU?” • HELPS TEACHERS SEE HOW STUDENTS LEARN • NO COMPETITION AND DOES NOT INJURE THE CHILD’S SELF- ESTEEM • HELPS PARENTS KNOW HOW TO HELP THEIR KIDS LEARN.