multiple intelligences are the three multiple intelligences visions? 1. teaching with intelligences...
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Multiple IntelligencesMultiple Intelligences
Presented By
David Noyes
Our RoadmapOur Roadmap……....
What are Multiple Intelligences?
What is the history behind Multiple Intelligences?
What are the three Multiple Intelligences Visions?
What are the characteristics of each intelligence?
How do we effectively address Multiple Intelligences in
our classrooms?
What are some ideas and activities for integrating
Multiple Intelligences in the classroom?
What are Multiple Intelligences?
• A celebration of uniqueness and diversity in
our students
• A way of showing that students are smart in
many ways
• A catalyst for differentiation of instruction in the
classroom
• A way to provide a wide variety of learning
experiences for English Learners
The Eight Intelligences
Verbal/
Linguistic
Logical/
Mathematical
Visual/
Spatial
Musical/
Rhythmic
Interpersonal Intrapersonal
Bodily/
KinestheticNaturalist
What is the history behind Multiple Intelligences?
• Developed by a man named Howard Gardner of Harvard University
• Gardner wrote a book entitled Frames of Mind: The Theory of Multiple
Intelligences
• Intelligence is not fixed
• We are not stuck with the intelligence level we are born with
• As educators we have the ability to develop the intellectual capacity
of our students
• Intelligence is not unitary
•There is not just one human intelligence, but rather multiple intelligences
• Everyone has each intelligence and a unique pattern of intelligences
The Animal School
Once upon a time, the animals decided they must do something heroic to meet the problems of "a new world." So they
organized a school.
They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer
the curriculum, all the animals took all the subjects.
The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was
very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice
running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was
acceptable in school, so nobody worried about that except the duck.
The rabbit started at the top of his class in running, but had a nervous breakdown because of so much make-up work in
swimming.
The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start
from the ground up instead of from the treetop down. He also developed a "Charlie horse" from overexertion and then got a "C" in
climbing and a "D" in running.
The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top but
insisted on his own way to get there.
At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest
average and was valedictorian.
The prairie dogs stayed out of school and fought a tax levy because the administration would not add digging and
burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a
successful private school. Does this fable have a moral?
Source: Dr. George H. Reavis, Assistant Superintendent,
Cincinnati Public Schools, 1939 – 1948
What are the three Multiple Intelligences Visions?
1. Teaching with Intelligences
Just as students are smart in different ways, they also learn in different ways.
If educators resign themselves to only lecture in the classroom, they inadvertently
leave struggling verbal/linguistic learners at a disadvantage.
Addressing multiple intelligences in the classroom makes content comprehensible
to all students.
Addressing multiple intelligences in the classroom gives all students an equal
opportunity to excel.
2. Developing the Intelligences
As a pluralistic society, we value the capabilities, products and end-states of
each intelligence.
Educational policy has a tendency to elevate the status of certain
intelligences in the classroom while disregarding others
Broadening the development of all the intelligences may help to increase the
academic performance of all students
3. Celebrating Uniqueness and Diversity?
If there is but one way of measuring intelligence, some students
may appear to be smarter than others
When these measures are diversified, each student has a chance
to demonstrate and celebrate a unique pattern of intelligence
Teaching students about their intelligences, validates all students
Students enjoy as sense of self-worth, and more readily respect the
uniqueness of others
Verbal Linguistic
Students are verbal/linguistic when they:
Learn through discussing, reading and writing
Communicate effectively
Good vocabulary
Write clearly
Spell easily
Think in words
authors, poets, public speakers, attorneys, salespeople
Logical/ Mathematical
Students are logical/mathematical when they:
Think in numbers, patterns and algorithms
Think clearly and analytically
Learn to appeal by logic
Use abstract symbols
Solve logic problems easily
Are good in math
accountants, scientists, computer programmers, mathematicians, and detectives
Visual/Spatial
Students are visual/spatial when they:
Think in pictures and images
Are good with spatial relations
Have a good eye for detail and color
“See” solutions to problems
Learn through visuals
Like to draw and create
artists, decorators, designers, architects and photographers
Musical/ Rhythmic
Students are musical/rhythmic when they:
Have a good sense of rhythm and melody
Like to sing, hum, chant, and rap
Enjoy listening to music
Read and write music
Learn through music and lyrics
Enjoy creating music
musicians, composers, conductors, and singers
Interpersonal
Students are interpersonal when they:
Make and maintain friends easily
Understand and respect others
Lead and organize others
Resolve conflicts
Learn by interacting with others
Like to work and be with others
Politicians, teachers, actors, sociologists, and philanthropists
Intrapersonal
Students are intrapersonal when they:
Need time to process information
Think about their own thinking
Have strong opinions and beliefs
Are introspective
Know themselves well
Like quiet time alone
Theologians, philosophers, psychologists, and psychiatrists
Bodily/Kinesthetic
Students are bodily/kinesthetic when they:
Are highly coordinated
Use gestures, and body language
Take things apart and fix them
Learn through “hands on” activities
Enjoy acting and role-playing
Enjoy dancing and athletics
Athletes, surgeons, dancers, carpenters, and gymnasts
Naturalist
Students are naturalists when they:
Are aware of their natural surroundings
Discriminate different flora and fauna
Are good at sorting and classifying
Have keen observational skills
Understand natural phenomena
Garden or care for pets or other animals
Ecologists, oceanographers, and zoologists
Multiple Intelligences Survey
Everyone learns using the 8 intelligences. But some learning styles are
more developed than others. Which intelligences are stronger in you?
You are about to take a quiz to find out.
Directions:
1.If the statement applies to you, put “X” in the space to the right.
2.If you are not sure or you feel that “it depends”, put a “?” to the
right.
3.If the statement does not apply to you, leave it blank.
Each “X” is worth 2 points
Each “?” is worth 1 point
Each blank space is worth 0 points
TotalTotal Total Total
I ask a lot of questions about how things work. I ask a lot of questions about how things work. I am good at spelling.I am good at spelling.
I enjoy working on logic puzzles or I enjoy working on logic puzzles or brainteasersbrainteasers I like to tell stories.I like to tell stories.
I like playing chess, checkers, or other strategy I like playing chess, checkers, or other strategy
games.games. I get more out of I get more out of listeninglistening to the radio to the radio oror
cassettecassette than than watwatcchinghing TV or films. TV or films.
Math and/or Science are my favorite subjects Math and/or Science are my favorite subjects.. English & Social Studies are easier for me English & Social Studies are easier for me thathatt
MathMath & Science. & Science.
I can easily compute numbers in my head.I can easily compute numbers in my head. I like to read.I like to read.
PtsPtsLogical/MathematicalLogical/MathematicalPtsPts LinguisticLinguistic
TotalTotal Total Total
I love to take things apart and put them I love to take things apart and put them
back together again.back together again. Watching films, videotapes or Watching films, videotapes or filmstripsfilmstrips
help help me to understand. me to understand.
I enjoy daredevil amusement rides or I enjoy daredevil amusement rides or
similar thrilling experiences.similar thrilling experiences.
When going through a book or When going through a book or magazine,magazine,
I I look at the pictures more than look at the pictures more than ththee
wordswords..
I like working with my hands. I like working with my hands. I like to draw and doodle. I like to draw and doodle.
It is difficult for me to sit still for long It is difficult for me to sit still for long
periods of time.periods of time.
I have lifelike dreams at night. I have lifelike dreams at night. TheyThey
seem seem real. real.
I participate in at least one sport or I participate in at least one sport or
physical activity all the time.physical activity all the time.
I enjoy doing jigsaw puzzles, mazes I enjoy doing jigsaw puzzles, mazes anandd
o otherther visual puzzles. visual puzzles.
Pts.Pts.Bodily/KinestheticBodily/KinestheticPts.Pts. Visual/SpatialVisual/Spatial
TotalTotal TotalTotal
II’’m a good observer.m a good observer. I possess a good singing voice.I possess a good singing voice.
II’’m good at naming plants and animals.m good at naming plants and animals. I often make tapping sounds or sing littleI often make tapping sounds or sing little
songs while working, studying or learningsongs while working, studying or learning
something newsomething new
II’’m good at sorting and classifying things.m good at sorting and classifying things. I sometimes catch myself with jingles orI sometimes catch myself with jingles or
other tunes in my mind.other tunes in my mind.
Tornadoes, hurricanes, and earthquakesTornadoes, hurricanes, and earthquakes
fascinate me.fascinate me.
I play a musical instrument.I play a musical instrument.
I enjoy playing with my pet(s).I enjoy playing with my pet(s). I frequently listen to music.I frequently listen to music.
Pts.Pts.NaturalistNaturalistPts.Pts.MusicalMusical
Total Total TotalTotal
I like to do things my way. I like to do things my way. I have at least three close friends.I have at least three close friends.
I prefer working alone to working with I prefer working alone to working with
others.others.
I consider myself a leader or othersI consider myself a leader or others
have called me that.have called me that.
I keep a personal diary or journal to record I keep a personal diary or journal to record
the events of my inner life.the events of my inner life.
I like to get involved in social activities.I like to get involved in social activities.
II consider myself to be strong-willed and consider myself to be strong-willed and
independent.independent.
I prefer group sports like volleyball orI prefer group sports like volleyball or
basketball.basketball.
I have a special hobby or interest that II have a special hobby or interest that I
keep pretty much to myself.keep pretty much to myself.
I am the sort of person that people comeI am the sort of person that people come
to for advice.to for advice.
Pts.Pts.IntrapersonalIntrapersonalPts.Pts.InterpersonalInterpersonal
Verbal Linguistic
Musical/Rhythmic
Logical Mathematical
Visual Spatial
Interpersonal Intrapersonal
Bodily/Kinesthetic Naturalist
How do we effectively address Multiple Intelligences in our classrooms?
Multiple
Intelligences
Planner
Logical/
MathematicalNaturalist
Bodily/
Kinesthetic
Verbal Linguistic
Musical/Rhythmic
Visual/Spatial
Interpersonal
Intrapersonal
Lesson Topic
__________________
What are some ideas and activities for integrating
Multiple Intelligences in the classroom?
Musical/RhythmicMusical/Rhythmic
Create a jingle, melody or songCreate a jingle, melody or song
Listen to music Listen to music
Learn about music from different Learn about music from different
times times
Listen to curriculum music songs Listen to curriculum music songs
Change the words to a song Change the words to a song
Visual SpatialVisual Spatial
Draw a scene Draw a scene
Visualize and draw vocabulary Visualize and draw vocabulary
Use colors to label Use colors to label
Draw a postcard Draw a postcard
Illustrate a book Illustrate a book
Roam the Room; draw story parts Roam the Room; draw story parts
Logical/MathematicalLogical/Mathematical Use graphic organizers; VennUse graphic organizers; Venn
Diagrams, sequence organizers Diagrams, sequence organizers
Cooperative Team Frames Cooperative Team Frames
Numbered Heads Together Numbered Heads Together
Mingle and MatchMingle and Match
Find Someone Who Find Someone Who
Roam the Room Roam the Room
Verbal/LinguisticVerbal/Linguistic Read aloud Read aloud
Think-Pair-Share Think-Pair-Share
Numbered Heads Together Numbered Heads Together
Cooperative Team Frames Cooperative Team Frames
Jigsaws Jigsaws
Mingle and Match Mingle and Match
Find Someone Who Find Someone Who
NaturalistNaturalist Fieldtrips Fieldtrips
Observe natural phenomenon Observe natural phenomenon
Watch and record information from Watch and record information from
nature videos nature videos
Care for classroom pets Care for classroom pets
Grow flowers, vegetables Grow flowers, vegetables
Collect specimens Collect specimens
Classify by color, size and shape Classify by color, size and shape
Bodily/KinestheticBodily/Kinesthetic Act out a role, word or concept Act out a role, word or concept
Use Use manipulativesmanipulatives
Mingle and MatchMingle and Match
Roam the Room Roam the Room
Find Someone Who Find Someone Who
Time for stretching, movement Time for stretching, movement
Learn by movement; jumping, Learn by movement; jumping,
tapping tapping
IntrapersonalIntrapersonal Keep a daily journalKeep a daily journal
Read silently Read silently
Time to reflect on learning Time to reflect on learning
Write an autobiography Write an autobiography
Use feelings to describe situations Use feelings to describe situations
Think-Pair-Share Think-Pair-Share
Time to work independently Time to work independently
InterpersonalInterpersonal Open discussions Open discussions
Think-Pair-Share Think-Pair-Share
Numbered Heads Together Numbered Heads Together
Cooperative Team Frames Cooperative Team Frames
Jigsaws Jigsaws
Interview classmates Interview classmates
Stay and Stray Stay and Stray
Our Destination
What are Multiple Intelligences?
What is the history behind Multiple Intelligences?
What are the three Multiple Intelligences Visions?
What are the characteristics of each intelligence?
How do we effectively address Multiple Intelligences
in our classrooms?
What are some ideas and activities for integrating
Multiple Intelligences in the classroom?