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2 Multiple Intelligences for learning purposes only no copy right intended
- 1. Understanding Multiple Intelligences - at home and school Understanding Multiple Intelligences How this affects Life at Home and School Center for Effective Learning
- 2. Understanding Multiple Intelligences - at home and school Identifying Multiple Intelligences helps define the kaleidoscope of strengths within each person.
- 3. Understanding Multiple Intelligences - at home and school Create your personal kaleidoscope. Think of at least three things under the categories of I Am or I Can. Take the Poll: select the items that apply to you when answering I Am or I Can. Reflection: What did you discover you have in common with others? What were some of the differences? I Am -or- I Can
- 4. Understanding Multiple Intelligences - at home and school HET* LEARNING PRINCIPLES INTELLIGENCE - a function of experience Inseparable BODYBRAIN PARTNERSHIP - Emotion - the gatekeeper to learning and performance - Movement - body and brain function together There are MULTIPLE INTELLIGENCES - problem-solving and/or product-producing capabilities LEARNING is a 2-STEP PROCESS - input/output - Pattern-Seeking: identify and make meaning (no logic/sequence) - Program-Building: using what is understood (acquire mental program) PERSONALITY/TEMPERAMENT - impacts learning and performance *Highly Effective Teaching There are MULTIPLE INTELLIGENCES - problem-solving and/or product-producing capabilities
- 5. Understanding Multiple Intelligences - at home and school Intelligence: An ability to solve problems and/or create products. Dr. Howard Gardner Frames of Mind: Theory of Multiple Intelligences (1983) Intelligence Reframed: Multiple Intelligences for the 21st Century (1999)
- 6. Understanding Multiple Intelligences - at home and school BASIC CRITERIA for Determining an INTELLIGENCE Each intelligence had to be relatively independent of the others, with its own timetable for development, peak growth, and the like. Each intelligence had to operate from a different part of the brain. Each intelligence had to be valued in cultures around the world.
- 7. Understanding Multiple Intelligences - at home and school KEY POINTS in MI THEORY Each person may possess all eight intelligences Most people can develop each intelligence to an adequate level of competency Intelligences usually work together in complex and cooperative ways There are many ways to express intelligence within each category
- 8. Understanding Multiple Intelligences - at home and school Gardners MULTIPLE INTELLIGENCES Logical-Mathematical (logic/number smart) LM Linguistic (word smart) L Spatial (picture smart) S Bodily-Kinesthetic (body smart) BK Musical (music smart) M Interpersonal (people smart) Intrapersonal (self smart) Naturalist (nature smart ) N 息 Exceeding Expectations: A Users Guide to Implementing Brain Research in the Classroom by Susan Kovalik & Karen D. Olsen, Ch. 3
- 9. Understanding Multiple Intelligences - at home and school MI Pie Arrangement (Thomas Armstrong) Word Smart Number Smart Picture Smart Body Smart Music Smart Self Smart People Smart Nature Smart
- 10. Understanding Multiple Intelligences - at home and school A Few Clarifications Gardner prefers to use the terms developed or less developed rather than strengths or weaknesses MI involves our preference for giving back information as opposed to learning styles/preferences for taking in information The various intelligences are SETS of KNOW-HOW (procedures for doing things) Intelligences are not skills; they are biological potentials which are realized to a greater or lesser extent dependent upon each individuals opportunities and motivation.
- 11. Understanding Multiple Intelligences - at home and school LINGUISTIC (Verbal) INTELLIGENCE This person likes to learn new vocabulary, play with words, create puns, read, and write. CHARACTERISTICS of the WORD SMART Learner Learns best by hearing, reading, and writing Likes to read Enjoys talking Listens well to others Gets absorbed in reading Learns languages easily Masters oral/written presentations with ease Does well in traditional school setting Referenced as: L
- 12. Understanding Multiple Intelligences - at home and school Linguistic (Word Smart) reading, writing, telling stories, memorizing dates, thinking words, listening read, write, tell and listen to stories, talk, memorize, do word puzzles, journal reading, hearing, and seeing words, speaking, writing, discussing and debating Shakespeare, Thomas Jefferson, Abraham Lincoln, Maya Angelou, JK Rowling Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 13. Understanding Multiple Intelligences - at home and school LOGICAL-MATHEMATICAL INTELLIGENCE This person likes to be precise and accurate, figure out relationships, set special goals, problem-solve, and play with numbers. CHARACTERISITICS of the NUMBER SMART Learner Logical thinker Precision and accuracy is important Goal setter Money manager Concrete thinker Efficient worker Practical ideas Referenced as: LM
- 14. Understanding Multiple Intelligences - at home and school math, reasoning, logic, problem-solving, patterns solve problems, question, work with numbers, experiment working with patterns and relationships, classifying, categorizing, working with the abstract Albert Einstein, Susanne Langer, Melvil Dewey, Ada Lovelace, Benjamin Banneker Is Strong In: Likes To: Learns Best Through: Famous Examples: Logical-Mathematical (Number Smart) QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 15. Understanding Multiple Intelligences - at home and school MUSICAL INTELLIGENCE This person hears music in his/her head most of the time, thinks in musical terms, sings/hums to self, taps fingers, legs or feet to rhythms, and makes a connection between emotions and music. CHARACTERISTICS of the MUSIC SMART LEARNER Distracted by sound(s) Active listener Uses songs to understand concepts/skills Recites poems, rhymes, chants and raps Learns/Remembers song lyrics with ease Responds to others vocal cues Is a strong auditory learner Learns best when material is in rhyme, has a tune, contains rhyme patterns or is rhythmic Referenced as: M
- 16. Understanding Multiple Intelligences - at home and school Musical (Music Smart) singing, picking up sounds, remembering melodies, rhythms sing, hum, whistle, play instruments, tap rhythm, listen to music Rhythm and cadence, singing and lyrics, listening to music and melodies, making sounds Mozart, Paul Williams, Gustavo Dudamel, Justin Bieber, Alicia Keys Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. Q u i c k T i m e a n d a d e c o m p r e s s o r a r e n e e d e d t o s e e t h i s p i c t u r e .
- 17. Understanding Multiple Intelligences - at home and school SPATIAL INTELLIGENCE This person likes to draw, doodle, do puzzles, imagine, use color, sketch, create cartoons, and do cartography. CHARACTERISTICS of the PICTURE SMART Learner Uses mind to create images Tends to dream in color Enjoys using graphic organizers Relies on models Finds maps helpful rather than verbal directions Moves things in head, space and time (e.g., Legos) Thrives on 3-D projects Referenced as: S
- 18. Understanding Multiple Intelligences - at home and school Spatial (Picture Smart) reading, maps, charts, drawing, mazes, puzzles, making images, visualization design, draw, build, create, daydream, map, think in pictures Leonardo DaVinci, Frank Lloyd Wright, Walt Disney, Akiane Kramarik Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. working with pictures and colors, visualizing, using imagery, drawing diagrams
- 19. Understanding Multiple Intelligences - at home and school BODILY- KINESTHETIC INTELLIGENCE This person likes to build, experience, touch, feel, make things, and move. CHARACTERISTICS of the BODY SMART Learner Does many things Expresses learning through movement Is dramatic Is athletic Is active Is energetic Is physically involved with learning Needs concrete experience Likes variety Thinks best when body is moving Referenced as: BK
- 20. Understanding Multiple Intelligences - at home and school Bodily-Kinesthetic (Body Smart) touching, moving, processing knowledge through bodily sensations move around, touch and talk, use body language, learn through movement Whole body movements, athletics, dancing, acting, crafts, using tools and hands-on Charlie Chaplin, Sandra Bullock, Sean White, Gabrielle Douglas, Cam Newton Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime anda decompressor are neededtosee this pictur e. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 21. Understanding Multiple Intelligences - at home and school NATURALIST INTELLIGENCE This person likes to put things in to categories, sort items by attributes, develop collections, plant and grow natural items, and relates to animals. CHARACTERISICS of the NATURE SMART Learner Environmentalist Enjoys collecting natural objects (E.g., seashells, rocks) Has expansive knowledge of substances found in nature Likes to dabble in indoor/outdoor gardening/farming Sensitive to the feelings of animals Understands weather changes and/or resulting growth patterns Enjoys spending time outdoors reflecting Referenced as: N
- 22. Understanding Multiple Intelligences - at home and school Naturalist (Nature Smart) understanding nature, making distinctions, identifying flora and fauna be involved with nature, make distinctions, observe objects in the environment working in environmental settings, exploring living things, learning about plants and natural events, awareness of surroundings and patterns John Muir, Jane Goodall, Rachel Carson, Theodore Roosevelt, George Washington Carver Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 23. Understanding Multiple Intelligences - at home and school INTERPERSONAL INTELLIGENCE This person likes to be with other people, lead, teach, empathize, sympathize, interact and volunteering. CHARACTERISITICS of the PEOPLE SMART Learner Active group participation Great communicator Risk taker Nurturer Sensitive to the needs of others Strong leadership skills Highly developed perception skills Friendly, outgoing personality Appreciates feedback Accommodated during: GROUP assignments
- 24. Understanding Multiple Intelligences - at home and school Interpersonal (People Smart) understanding people, leading, organizing, communicating, resolving conflicts, selling have friends, talk to people, join groups sharing, comparing, relating, interviewing, cooperating Mahatma Gandhi, Oprah Winfrey, Jimmy Carter, Mother Theresa, Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 25. Understanding Multiple Intelligences - at home and school INTRAPERSONAL INTELLIGENCE This person likes to spend time time alone, reflect, have time to review ideas and may require extended deadlines. CHARACTERISTICS of the SELF-SMART Learner Enjoys working by him/herself Has a few close friends Analyzes material Meditates Requires time for reflection Is independent Prefers quiet working area Likes to be last-needs time to think/reflect Finds research interesting Needs freedom for creativity Accommodated during: INDIVIDUAL assignments
- 26. Understanding Multiple Intelligences - at home and school Intrapersonal (Self Smart) understanding self, recognizing strengths and weaknesses, setting goals work alone, reflect, pursue interests working alone, doing self-paced projects, having space, reflection, Sigmund Freud, Eleanor Roosevelt, Bill Gates, Steve Jobs Is Strong In: Likes To: Learns Best Through: Famous Examples: QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture. QuickTime and a decompressor are needed to see this picture.
- 27. Understanding Multiple Intelligences - at home and school At Home Establish a safe environment Physical, Emotional Perceived (identify trigger points) Seek to understand each childs individual personality, preferences, and gender traits Offer sensory-rich opportunities for increasing human capacity Consistently guide behaviors to self-correction Encourage lifelong learning activities
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- 37. Understanding Multiple Intelligences - at home and school Your Turn Do you know which of your intelligences are most/least developed? Why is it important for you to understand your preferences? As the adult, you need to provide CHOICES for the children in your care ~ choices that honor their preferences ~
- 38. Understanding Multiple Intelligences - at home and school MI Survey Websites TheCenter4Learning.com > Resources > Weblinks > Multiple Intelligences (select language, then gender and age) Provides a pie-graph in multi-color with a unique Code for future access to results Multiple Intelligences http://surfaquarium.com/MI/inventory.htm Answer simple questions, then tally/graph in the MI categories (includes Existential)
- 39. Understanding Multiple Intelligences - at home and school Case Studies
- 40. Understanding Multiple Intelligences - at home and school Case Studies
- 41. Understanding Multiple Intelligences - at home and school Understanding Multiple Intelligences in School Increases Human Capacity Identifying multiple intelligences is a first step in getting to know EACH student Effective teachers build upon the students strength area to increase another intelligence, thereby increasing the capacity to learn Multiple Intelligences can be partnered with state standards embedded in conceptual curriculum
- 42. Understanding Multiple Intelligences - at home and school At School Parents are the best advocates and support system for student success Highly Effective Teaching (HET) and Learning can be accomplished after understanding and implementing: the Culture of a Learning Environment the Five Principles of Learning (including MI) the Ten BodyBrain-Compatible Elements the Five Components of HET Curriculum
- 43. Understanding Multiple Intelligences - at home and school Absence of Threat/ Nurturing Reflecting Thinking Meaningful Content Adequate Time Enriched Environment Immediate Feedback Movement Choices Collaboratio n Mastery/Application 10 Bodybrain Compatible Elements 息 2005 Susan Kovalik & Associates, Inc. www.theCenter4Learning.com EE Page xiii Being There Experiences
- 44. Understanding Multiple Intelligences - at home and school In the Highly Effective Teaching (HET) model, curriculum content & assessment is based on 2 questions: What do you want students to DO with what they understand? (INQUIRY) 息 Exceeding Expectations: A Users Guide to Implementing Brain Research in the Classroom, by Susan Kovalik & Karen D. Olsen, Ch.16 EE Supplement 13.3 What do you want students to understand? (KEY POINT)
- 45. Understanding Multiple Intelligences - at home and school The primary purpose of inquiries is to enable students to develop mental programs for applying the key point in real-world situations. Inquiries make learning active and memorable.
- 46. Understanding Multiple Intelligences - at home and school ABCDs of Effective INQUIRIES Always start with a process verb, (the action) Be specific, picture the outcome Connect to the Key Point Develop a product that is meaningful Stretch to connect more than one intelligence EE 13.9
- 47. Understanding Multiple Intelligences - at home and school Writing INQUIRIES Guided Practice Inquiries These inquiries provide a supportive environment for the learner to practice the new content they have learned Independent Practice Inquiries These inquiries provide the opportunity for learners to show their understanding of the new content they have learned.
- 48. Understanding Multiple Intelligences - at home and school CONCEPTUAL KEY POINT INTERDEPENDENCE is the mutual dependency of two or more items upon each other. A change in one part of this system leads or results to changes in other parts. Animals and plants depend upon one another to survive. People depend upon one another and their contributions for the advancement of their civilizations. When we understand and value the interdependence within a community, we are more likely to thrive.
- 49. Understanding Multiple Intelligences - at home and school Guided Practice Inquiry for the concept of Interdependence Construct a simple machine using each Learning Club member as one of the parts. L, BK, S Place each part (person) in sequence to optimize operation. BK Decide how each part will show interdependence. L, N, LM Determine sounds and/or rhythm each part of your machine might make. M, L, N Demonstrate how your machine works and be ready to explain how each part is interdependent to the class. S, BK, L Compose a one page how to explanation (report) so another group can read your work and construct the same machine. L Add a diagram of the machine to your report. S, LM Share your work in the Learning Club. L, BK (Multiple Intelligences referenced in this Inquiry: BK, N, L, S, LM, M)
- 50. Understanding Multiple Intelligences - at home and school visit www.theCenter4Learning.com to learn more about the Highly Effective Teaching (HET) Model nDelk@theCenter4Learning.com