49 MI Assessment Contexts 49 MI Assessment Contexts 49 49 种多元智能评测方法种多元智能评测方法

Task

Assessment

Linguistic语言任务

Logical Mathematical逻辑 -- 数学任务

Spatial视觉空间任务

Musical音乐任务

Bodily Kinesthetic肢体运作任务

Interpersonal人际关系任务

Intrapersonal自省任务

LinguisticAssessment语言智能

Read a book, then write a response阅读一本书，然后写出读后感

Examine a statistical chart, then write a response检查统计图，然后写出感想

Write a movie, then write a response写电影，然后写出观后感

Listen to a piece of music, then write a response听一首音乐，然后写出听后感

Go on a field trip, then write a response考察一地，然后写参观感想

Play a cooperative game, then write a response玩合作游戏，然后写出感想

Think about a personal experience, then write a response回忆个人经历，然后写出感想

Logical-Mathematical Assessment逻辑数学智能

Read a book, then develop a hypothesis读一本书，然后建立假设

Examine a statistical chart, then develop a hypothesis检查统计图，然后建立假设

Watch a movie, then develop a hypothesis看电话，然后建立假设

Listen to a piece of music, then develop a hypothesis听一段音乐，然后建立假设

Go on a field trip, then develop a hypothesis考察一地，然后建立假设

Play a cooperative game, then develop a hypothesis玩合作游戏，然后建立假设

Think about a personal experience, then develop a hypothesis回忆个人经历，然后建立假设

Spatial Assessment视觉空间智能

Read a book, then draw a picture 读一本书，然后画一幅画

Examine a statistical chart, then draw a picture 检查统计图，然后画一幅画

Watch a movie, thendraw a picture 看电影，然后画一幅画

Listen to a piece of music, thendraw a picture 听一段音乐，然后画一幅图

Go on a field trip, then draw a picture考察一地，然后画一幅图

Play a cooperative game, then draw a picture 玩合作游戏，然后画一幅衅

Think about a personal experience, then draw a picture回忆个人经历，然后画一幅图

Bodily-Kinesthetic Assessment肢体 - 运作智能

Read a book, then build model读一本书，然后建立模型

Examine a statistical chart, then build model 检查统计图，然后创建模型

Watch a movie, then build model看电影，然后建立模型

Listen to a piece of music, then build model听一段音乐，然后建立模型

Go on a field trip, then build model 实地考察，然后建立模型

Play a cooperative game, then build model 玩合作游戏，然后建立模型

Think about a personal experience, then build model回忆个人经历，然后建立模型

Musical Assessment音乐智能

Read a book, then create a song 读一本书，创作一首歌

Examine a statistical chart, then create a song 检查统计图，创作一首歌

Watch a movie, then create a song看电影，创作一首歌

Listen to a piece of music, then create a song听一段音乐，创作歌曲

Go on a field trip, then create a song实地考察，创作歌曲

Play a cooperative game, then create a song 玩合作游戏，创作歌曲

Think about a personal experience, then create a song回忆个人经历，创作歌曲

Interpersonal Assessment人际智能

Read a book, then share with a friend读一本书，然后与朋友分享

Examine a statistical chart, then share with a friend 检查统计图，然后与朋友分享

Watch a movie, then share with a friend 看一场电影，然后与朋友分享

Listen to a piece of music, then share with a friend 听一段音乐，然后与朋友分享

Go on a field trip, then share with a friend 实地考察，然后与朋友分离享

Play a cooperative game, then share with a friend玩合作游戏，然后与朋友分享

Think about a personal experience, then share with a friend回忆个人经历，然后与朋友分享

Intrapersonal Assessment自省智能

Read a book, then design your own response读一本书，然后设计读后感

Examine a statistical chart, then design your own response检查统计图，然后设计感想

Watch a movie, then design your own response看电影，然后设计观后感

Listen to a piece of music, then design your own response听一段音乐，然后设计听后感

Go on a field trip, then design your own response实地考察，然后设计感想

Play a cooperative game, then design your own response玩合作游戏，然后设计感想

Think about a personal experience, then design your own response回忆个人经历，然后设计感想

MI Planning QuestionsMI Planning Questions多智计划问题多智计划问题

视觉空间怎样使用直

觉教具 / 可视化 / 颜色 / 艺术或隐喻？

逻辑 -- 数学怎样数数 / 计算 / 逻辑 / 分类

和创新思维技能？

音乐:

怎样使用音乐

、背境音乐、声音

或者在旋律、音节

中找到关键点？

肢体运作怎样协调全身

或使用动手经验

语言怎样使

用口语或书面语 ?

自我认知 :怎样唤起个人的感觉者记忆，或者让学生选择

人际关系怎样鼓励学生互动参与 / 互相学

习或大团队模拟？

Is Multiple Intelligences = Learning Is Multiple Intelligences = Learning Styles?Styles? 多元才智多元才智 == 学习模式？学习模式？

Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)

Multiple intelligences is not the same as learning style. If you are logical-sequential, you are supposed to be logical-sequential about everything. It is the differences between studying for an exam vs. preparing for a career.

多元智能与学习风格并不一样。如果你是逻辑顺序的人，你就应该凡事都逻辑顺序地做。这便是为考试而学和为建树事业而学的区别。

Lesson Lesson Design:Design:

课程设计课程设计：：Begin by reflecting on a concept that you want to teach and identify the intelligences that seem most appropriate for communicating it.

从你想要表达的概念入手，确认看来最能恰当表达这种概念的才智。

Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

Adapt – don’t totally rework – the curriculum to highlight multiple intelligences. Some schools, for example, may add a stronger arts program, while some teachers may create learning stations in their classrooms or invite community experts in to mentor their students.

改编 – 不要全部重做 – 课程到强调多种智能。比如，有些学校可以加上较强的艺术课程，有些教师可以在教室建立学习点或邀请社区专家来指导学生。

Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

Interdisciplinary Curriculums:Interdisciplinary Curriculums: 各学科间的课程各学科间的课程

Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

Student Projects: Student Projects: 学生操作项学生操作项目目

Teach students how to initiate and manage complex projects.

教会学生如何启动和管理错综复杂的操作项目。

Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

Assessments: Assessments:

评估：评估：Have students show what they’ve learned by generalizing their findings, connecting the content to their personal experiences, and applying their knowledge to new situations.

让学生们通过概括学习答案，将此答案与个人经历结合，把这些知识用于新的学习情形里等，来表现他们的学习成果。