1 / 41

Howard Gardner’s Multiple Intelligences and engagement

Howard Gardner’s Multiple Intelligences and engagement. By Maria J. Herrera and Sarah M. Kuntz. Gardner. Born July 11, 1943 in Scranton, Pennsylvania Received his undergraduate degree (1965) and Ph.D (1971) from Harvard W orked with Erik Erikson

yale
Télécharger la présentation

Howard Gardner’s Multiple Intelligences and engagement

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Howard Gardner’s Multiple Intelligences and engagement By Maria J. Herrera and Sarah M. Kuntz

  2. Gardner • Born July 11, 1943 in Scranton, Pennsylvania • Received his undergraduate degree (1965) and Ph.D (1971) from Harvard • Worked with Erik Erikson • Inspired by Piaget to study developmental psychology instead of law • Worked with gifted children and brain damaged adults • Published “Frames of Mind” which outlines the theory of multiple intelligencesin 1983 • MacArthur Prize Fellowship , 29 honorary degrees, 2011 Prince of Austria Award of Social Studies • Currently continuing his research as a Professor of Cognition and Education at the Harvard Graduate School of Education

  3. The multiple intelligences theory • Hear it from him: 7 Minute Video • Why Intelligences? • Feels IQ Tests are limited, ignore other abilities • Seeks to define intelligence on a holistic scale • Intelligence: • Set of skills used for solving genuine problems • Creates a product • Used to acquire new knowledge • Important in the cultural context

  4. criteria of an Intelligence 5. Origin from Evolution 6. Experimental Evidence 7. Psychometric Findings 8. Symbol System 1. Isolation by Brain Damage 2. Existence of Savants3. Core Operation4. Developed throughout History

  5. The Intelligences He added the naturalist and the existential (spiritual) intelligences later on. Musical Visual-Spatial Verbal-Lingustic Logical-Mathematical Bodily-Kinestetic Interpersonal Intrapersonal

  6. Musical Components Criteria Met 1. Isolated in Brain 2. Savants 3. Core Operation 4. Historical 5. Evolutionary • Identify and manipulate pitch, rhythm, timbre (tone) • Provide emotional effect Activities: Music Composition, Percussion, Humming, Environmental Sounds, Singing, Tonal Patterns, Music Performance 

  7. Examples Musicians, composer, band directors, disk jockeys, sound board operator music teachers and conductors Eminem Beethoven Michael Jackson Itzhak Perlman Mozart

  8. Visual-Spatial Components Criteria Met 1. Isolated in Brain 2. Savants 4. Historical Cultural • Perceive spatial relationships accurately • Perform transformations • Ability to mentally rotate objects and think as if viewing from another angle • Produce a graphic representation Activities: Guided Imagery, Active Imagination, Color Schemes, Patterns/Designs, Painting, Drawing, Mind-Mapping, Pretending, Sculpture, Pictures

  9. Examples Chess players, painters, architects, sculptors, theoretical physicists, war strategists, cartographers or film makers Pablo Picasso Leonardo da Vinci Frank Lloyd Wright Steven Spielberg Stephen Wiltshire • Drawing cityscapes

  10. Verbal-linguistic Components Criteria Met 1. Isolated in Brain 2. Savants 3. Core Operation 4. Historical Cultural • Semantics • Phonology • Syntax • Pragmatic function • 4 Aspects • Rhetorical • Mnemonic • Explanatory • Words to describe words Activities: Reading, Vocabulary, Formal Speech, Journal/Diary Keeping, Creative Writing, Poetry, Verbal Debate, Impromptu Speaking, Storytelling

  11. Examples Agatha Christie Mark Twain Danielle Steel Poet, teacher, actor, politician, journalist , editor and salesperson

  12. Logical-mathematical Components Criteria Met 2. Savants 3. Core Operation 5. Evolutionary Cultural • Math • Science • Logic • Problem Solving • Piaget • Object permanence • Conservation of Number Activities: Abstract Symbols, Outlining, Graphic Organizers Number Sequences, Calculation, Deciphering Codes, Syllogisms, Problem Solving, Pattern Games

  13. Examples Scientists, engineers, mathematicians, computer programmers, doctors, police investigators, researchers, accountants, economistsand lawyers Albert Einstein Stephen Hawking Thomas Edison Bill Gates Jake (Autistic Teen)

  14. Bodily-kinesthetic Components Criteria Met 1. Isolated in Brain 3. Core Operation 4. Historical 5. Evolutionary Cultural • Complete ability to manipulate the body • Fine motor movements • Coordinating neural and muscle components • Memorization of sequences • Performing long sequences of motion quickly Activities: Folk/Creative Dance, Role Playing, Physical Gestures, Drama, Martial Arts, Body Language, Physical Exercise, Inventing, Sports Games

  15. Examples Charlie Chaplin Harry Houdini Michael Jordan Michelle Kwan Bruce Lee Babe Ruth Margot Fonteyn Athletes, sports stars, actors, dancers, inventors, surgeons, craftsmen, builders, mechanics, mime artists, martial artists

  16. Personal Intelligences • The 2 personal intelligences are intrapersonal and interpersonal • They are centered around the way someone experiences themself in relation to others • The personal intelligences are “information processing capacities- one directed inward, the other outward” (243)

  17. intrapersonal Components Criteria Met 1. Isolated in Brain 4. Historical Cultural • Discriminate between a range of emotions • Explain emotions through symbolic codes • Draw upon emotions to understand and guide their own behavior Activities: Silent Reflection, Metacognition, Thinking Strategies, Emotional Processing, Mindfulness, Focusing/Concentration,Complex Guided Imagery  “To detect and to symbolize complex and highly differentiated sets of feelings” (239)

  18. Examples Helen Keller Friedrich NietzschePlato Aristotle Lao Tzu Philosophers, gurus, mystics, sages, wise elders, novelists, counselors, poets, song writers

  19. Interpersonal Components Criteria Met 1. Isolated in Brain 4. Historical • Cultural • Read the desires of others and act on them • Sees hidden intentions of others • Ability to influence a group Activities: Giving Feedback, Intuiting Others Feelings, Cooperative Learning, Communication, Empathy, Division of Labor, Collaboration, Receiving Feedback, Sensing Others Motives, Group Projects “The ability to notice and make distinctions among other individuals’… moods, temperaments, motivations and intentions” (239)

  20. Examples Politicians, teachers, counselors, social workers, diplomats and coaches Dr. Phil Bill Clinton Oprah Winfrey Anthony Robbins

  21. Looking at Gardner • Theories are not based off of studies, but off of other criteria • Many classroom work books are published with ideas on how to implement MI in the classroom • Difficult to separate out the intelligences • Most activities involved an intrapersonal or interpersonal aspect • Our study looks to implement some of Gardner’s ideas in the classroom and measure them in a way that is practical for this small experiment

  22. 2 big questions 1. Will the students feel more engaged when working in a group or working by themselves based on their personal intelligence? 2. Does the student’s level of engagement correlate with their Multiple Intelligence, as determined by the quiz?

  23. The Two Hypothesizes 1. Maria hypothesized that, regardless of what the students were rated for intrapersonal or interpersonal, the trend will be that students feel more engaged in the group activities than the individual activities. 2. Sarah hypothesized that the student’s level of engagement the during the activities will be based on their interpersonal and intrapersonal rating on the Multiple Intelligence quiz. There will be a trend that which activity they rate the highest will be dependent on which intelligences they scored the highest on.

  24. Examining the role of Multiple intelligences in the classroom 1. The students take a Multiple Intelligence Quiz, to determine which of the intelligences are the most prominent for them. 2. Students complete the 5 multiple intelligence activities by themselves. 3. Students rate the individual activities. 4. Students complete the 5 multiple intelligence activities in groups of 5. 5. Students rate the group activities and how all the activities compare to each other as a whole.

  25. The m.i. Quiz For each group of options, rate each option as 1-5 based on how true they are for you. 1 means that this statement applies the most to you. 5 means the statement applies the least to you.I like to listen to songs. 3 I like to draw, paint or make things with clay. 2 I like to read books, magazines, and comic books. 1 I like doing science experiments. 5 I like to play sports or do physical activities such as dance, martial arts, running or biking. 4

  26. The m.i. activities • Each activity lasted only 3 minutes • Intrapersonal activities were done by four students at a time in an extra classroom • Once every student completed the intrapersonal activities, we joined them in the classroom and completed the interpersonal activities in groups of five

  27. The surveys For the following activities, rate each option as 1-5 based on how engaged you were in the activity. 5 Math Code Worksheet 4 Relaxation Techniques Video 3 Puzzle 1 Creative Story 2 Musical Rhythm

  28. Measuring engagement Measuring retention is incredibly difficult when looking at all of the Multiple Intelligences activities, especially when comparing intrapersonal and interpersonal, so we measured engagement instead. “If you are very engaged in the activity you pay a lot of attention to it, were really focused on what you were doing and felt connected to the activity. If you aren’t engaged in an activity, it means that you aren’t paying much attention to it, you aren’t focused on it and you are thinking of something else or bored with the activity.” (As worded on the survey)

  29. The Students The students were members of 5th Grade class at small Catholic school.

  30. Question one results • According to the MI Quiz, all of the students were interpersonal, none were intrapersonal • 8 of subjects rated the interpersonal activities as higher than the intrapersonal activities overall • 2 subjects rated overall engagement in the intrapersonal activities as higher than the interpersonal activities • 4 subjects rated overall participation in the intrapersonal activities as higher than the interpersonal activities

  31. Engagement and participation

  32. Question 2 results • 3 students (3, 6, 10) ranked the intelligence they scored the highest on the MI Quiz as the highest average activity • 3 students (2, 4, 9) ranked the intelligence they scored the 2nd highest on the MI Quiz as their highest average activity • 2 students (4, 8) ranked the intelligence they scored the highest on the MI Quiz as their 2ndhighest average activity • 7 students (1, 2, 3, 4, 5, 8, 9) ranked the 2nd highest MI as their 2nd highest activity

  33. Evidence for

  34. Evidence against

  35. Unexpected results • All the students, according to the MI Quiz, were interpersonal • 2 of the students were ranked as interpersonal with a margin of 5 points or less • 2 students ranked the intrapersonal activities higher than the interpersonal activities • 7 students gave music the highest average ranking • 3 students had the Logical-Mathematical scores on the quiz, but rated the activity very low

  36. Room for improvement • Larger test group • Range of ages • Create a truly intrapersonal environment • Choosing activities that are equally engaging • Develop a simpler quiz • Use observation in addition to the evaluations • Get outside input- eg. parents, teachers • Further experiments measuring participation • Further experiments measuring retention

  37. Fin Thank you for your time.

More Related