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Gardner’s Multiple Intelligence Theory

Gardner’s Multiple Intelligence Theory. Musical Intelligence. Music comes “naturally” Can be unable to learn or communicate, but able to perform Ability to perform and comprehend musically seems to work independently from other forms of intelligence

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Gardner’s Multiple Intelligence Theory

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  1. Gardner’s Multiple Intelligence Theory

  2. Musical Intelligence • Music comes “naturally” • Can be unable to learn or communicate, but able to perform • Ability to perform and comprehend musically seems to work independently from other forms of intelligence • Learn through songs, patterns, rhythms, instruments and musical expression Bands nerds report here.

  3. Bodily-Kinesthetic Intelligence • Sit down! Be still! • Possess a certain control over movement, balance, agility, and grace, even before formal training • Natural sense of how the body should act and react • Learn though activity – games, movement, hands-on tasks, building

  4. “The square root of the hypotenuse of an isosceles triangle is equal to the sum of the square roots of the opposite sides.” Logical-Mathematical Intelligence • Most popular… • Ability to mentally process logical problems (Can you do math in your head…fast?) • Archetypal intelligence, raw intellect of Western culture • Aptitude for numbers, reasoning, problem solving. • Fit well in today’s classrooms. (About half of the population of students.)

  5. Linguistic Intelligence • Ability to construct an comprehend language • All people from all cultures (including young children and deaf culture) possess the ability to utilize language • Learn by speaking, writing, reading, listening • Successful in traditional classrooms because of consistency with traditional instruction

  6. Spatial Intelligence • Comprehend shapes and images in three dimensions (puzzles, sculptures, navigation) • Ability to perceive and interpret that which we may or may not physically see • Learn by visually organizing (charts, graphs, maps, tables, illustrations, costumes)

  7. Interpersonal Intelligence • Ability to interact with others, understand them, interpret their behavior • How we notice distinction among others (mood, temperaments, motivation, intentions) • People-oriented, outgoing, learn in groups, cooperatively. • Talkative, “too concerned about social activities”

  8. Intrapersonal Intelligence • Ability to understand and sense our “self” • Tap into being – who we are, what feelings we have, why we are this way • Leads to strong self-esteem, self-enhancement, and strength of character to solve internal problems • Conveyed in rage or joy, poem or painting • Tend to be more reserved, intuitive about what is learned and how it relates to self He is in touch with his feelings – he wants it NOW!

  9. Naturalist Intelligence • Ability to identify and classify patterns in nature • Ability to relate to surroundings and the role each part of the environment plays • Can distinguish nuances between large numbers of similar objects • Learn in the context of outdoors, animals, field trips. • Love subtle differences in meanings. (Non-traditional) What are the subtle differences in these organisms?

  10. Existentialist • Brand new – not very well defined yet. • Learn in the context of where humankind stands in the “big picture” • Ask, “Why are we here?” “What is our role in the world?” • Fits into the discipline of philosophy. “We are the world….”

  11. Misuses of the MI Theory • Trying to teach all concepts or subjects using all intelligences • Assuming it is enough just to apply a certain intelligence, no matter how you use it. • Using an intelligence as a background for other activities • Mixing intelligences with other desirable qualities • Direct evaluation or even grading of intelligences without regard to context From: Educational Psychology (2000) by Anita E. Woolfolk.

  12. Good uses of MI Theory • The cultivation of desired abilities • Approaching a concept, subject mater, discipline in a variety of ways • The personalization of education From: Educational Psychology (2000) by Anita E. Woolfolk.

  13. It’s not how smart are you? It’s HOW are you SMART?

  14. Now you do it… Teach your students how to make a peanut butter and jelly sandwich using the multiple intelligences.

  15. Design an activity for • Musical • Bodily/Kinesthetic • Logical • Linguistic • Spatial • Interpersonal • Intrapersonal • Naturalistic • Existentialist

  16. What’s the difference between an “intelligence” and a “learning style”?

  17. Learning Styles • Auditory • Visual • Kinesthetic • Tactile • Other

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