Transcript Multiple Intelligence - Include

Multiple Intelligence
Multiple What!?
• Multiple Intelligence
– What is it?
• Learning Styles
– What does it mean?
• People learn in different ways
– Why does it matter?
• Some children may NOT have LD but just have a
mismatch between teaching/learning styles
• For children with LD, emotional, or behavioral
issues using different learning styles can help
Spatial Intelligence
"Picture Smart"
The ability to present
the spatial world
internally in your mind
Spatial Intelligence in the
Classroom
• Characteristics of these learners
– Understand the use of space and how to
get around in it
– Enjoys maps and charts
– Likes to draw, build, design, and create
things
– Thinks in three-dimensional terms
– Loves videos and photos
Spatial Intelligence in the
Classroom
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Enjoys color and design
Enjoys pattern and geometry in math
Likes to draw and doodle
Clear visual images when thinking about
something
• Can do jigsaw puzzles and mazes
• Daydreams
Naturalistic Intelligence
"Nature Smart"
The ability to discriminate
among living things as well
as sensitivity to other
features of the natural world
Naturalistic Intelligence in the
Classroom
• Characteristics of these learners
–Is able to recognize flora and fauna
–Makes consequential distinctions in
the natural world
–Uses ability productively (hunting,
farming, biological science)
More Characteristics
–In tune with nature
–Capacity to classify
–Interacts with living creatures
–Discerns patterns of life and natural
forces
Work Cited
• Student Learning Styles
– http://www.curriculumfutures.org/learning/index.html
Bodily-Kinesthetic
Characteristics
• Highly developed coordination, balance,
dexterity, strength, speed, and flexibility
• Expertise in using the entire body to
relate thoughts and feelings.
• An ability to manipulate objects
skillfully, using both fine and gross
motor movements
Common Statements
• “I like sports”
• “I can’t sit still for long time periods”
• “I think best when I’m doing something
physical, like walking or running”
• “ like to spend my free time outdoors”
• “I like to touch things to learn about them”
• “I like working with my hands”
• “I am well-coordinated”
• “I like amusement park rides”
Teaching Strategies
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Set up different areas that promote free movement
Hands on learning/tactile learning
A stage where they can act and express themselves
Body answering
Classroom Theater
Charades
Hands-on thinking
Body maps
Jobs
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Athletes
Dancers
Sculptors
Artists
Choreographers
Gymnasts
Linguistic
Characteristics
• A deep understanding of words and sensitivity to the
literal and figurative meanings of words
• Highly developed oral and written communication
skills
• Knowledge of grammar rules and when it is
appropriate to disregard those rules
• Sensitivity to the musical qualities and rhythms of
words
• Knowledge of the many different uses for language,
such as persuasion, information, or pleasure
Common Statements
• “Books are important to who I am”
• “I listen to words in my head before I read them
or jot them on paper”
• “I learn more by listening than I do by watching
and listening”
• “I enjoy many different kinds of word games”
• “English and social studies are easier subjects
for me to do well in than math or science”
• “I write things often that I am proud of and that
others may recognize as being very good”
Teaching Strategies
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Storytelling
Brainstorming
Tape Recording
Journal Writing
Publishing projects, Work in groups
Having class discussions
Letting them take notes or write out
assignments
Musical Intelligence
• Musical intelligence is the ability to
enjoy, perform or compose a musical
piece
• Musical/Rhythmic Intelligence
includes sensitivity to pitch, timbre
rhythm of sounds, as well as
responsiveness to the emotional
implications of these elements.
• It is the earliest of the intelligences to
emerge—even children as young as two
months old can sing and match rhythmic
structures
• The musical/rhythmic intelligence is
represented in the brain in both the left and
right hemispheres, as well as the limbic
system (emotional). The more formal and
analytical aspects of music as a system are
in the left hemisphere and the
figural/experiential aspects are in the right
hemisphere
• While composers and
instrumentalists clearly exhibit this
intelligence, so do the students who
seem particularly caught by the birds
singing outside the classroom
window, or who constantly tap out
intricate – or irritating – rhythms on
the desk with their pencils.
Musical Indicators
• Listens and responds with interest to a variety of sounds:
human voice, music, environmental sounds
• Enjoys opportunities to hear music or environmental
sounds
• Eager to learn music from musicians
• Uses vocabulary and notations of music
• Responds to music kinesthetically by conducting,
performing, creating, dancing
• Recognizes different musical styles, genres, cultural
variations
• Develops a personal frame of reference for listening to
music
Musical Indicators
• Enjoys improvising and playing with sounds
• Ability to sing and/or play an instrument
alone or with others
• Ability to interpret meaning from music
• Analyze and critique musical selections
• May create original compositions and/or
musical instruments
• Sing songs across the curriculum
I learn best by:
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Rhythm
Music
Inventing songs/tunes
Melody
Playing Instruments
When I Grow Up I Could Be:
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Sound Recorder
Morse Code Operator
Musician
Instrument Maker
Entertainer
Composer
Band Member
Conductor
Critic
Musical Curriculum Planning
• Rap poetry, math, repetitive phrases, 2nd
language phrases, etc.
• Play background music for various activities
and different moods in the classroom
• Echo rhythms and melodies
• Play musical instruments
• Have an exploratory musical center for
sound experimentation and creativity
• Use computer music software and games
Musical Planning Curriculum
• Explore music around the world
• Purchase rhythm instruments,
keyboards, song flutes, recorders
• Have a library of CDs with a variety of
sounds
• Learn dances
• Give musical plays and performances
integrated with your curriculum
Logical-Mathematical
Intelligence
• Logical-Mathematical intelligence is the
ability to explore patterns, categories
and relationships by manipulating
objects or symbols, and to experiment
in a controlled, orderly way
• Logical/Mathematical Intelligence
entails the ability to reason either
deductively or inductively and to
recognize and manipulate abstract
patterns and relationships.
• Scientists, mathematicians and
philosophers all rely on this
intelligence.
• So do the students who love sport
statistics or who carefully analyze the
components of problems – either
personal or school-related – before
systematically testing solutions?
• To exhibit strong Logical-Mathematical
Intelligence, it is not necessary for you
to be good at math – the very act of
selecting key points in a logical ,
systematic numbered sequence can be
evidence of this intelligence. The very
act of investigating and analyzing allows
you to go beneath the surface of what
you may be learning so as not to simply
take it at face value
Logical-Mathematical Indicators
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Enjoy solving puzzles
Play with numbers: counting
Want to know how things work
Is orientated towards rule-based
activities
Logical-Mathematical Indicators
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Is interested in “if… Then” logic
Like to collect and classify things
Is analytical in approach to problems
Is good at math, reasoning, logic and
problem solving
• Individuals with Logical-Mathematical
Intelligence will fall into one or
perhaps all of the following sectors:
–Educational Mathematical Achievements
–Studied math at school/college and
achieved good grades
–Strong everyday Mathematical Skills
• Enjoys utilizing ones mathematical skills
in everyday life
• Everyday Problem Solving Skills –
Naturally inquisitive, curious and
investigative
• Ability to apply logical reasoning skills to
solve everyday problems
• Strategic Games – Generally enjoys, and
is good at, games involving skill and
strategy
To Improve Your LogicalMathematical Intelligence
• Play logical/mathematical games (Go, Clue,
Dominoes) with friends and family
• Learn to sue an abacus
• Work on logic puzzles and brain teasers
• Learn basic computer programming
• Take a course in basic math or science at an evening
class
• Draw flowcharts of all the key processes in your
department or area of work and then come up with
new ideas on how to make whatever service you
provide more effective
To Improve Your LogicalMathematical Intelligence
• Read the business sections of the newspaper
and look up unfamiliar economic or financial
concepts
• Visit a science museum
• Tape yourself talking out loud about how to
solve logical or mathematical problems
• Help your kids with their math/science
homework
• Purchase a telescope and a microscope and
discover a myriad of new worlds!
Works Cited
Henley, Martin, Ramsey, Roberta, Algozzine, Robert.
Characteristics of and Strategies for Teaching
Students with Mild Disabilities. Pearson Education,
Inc., 2006.
Gardner, Howard. Intelligence Refrained: Multiple
Intelligences for the 21st Century. New York: Basic
Books, Inc. 1999.
Gardner, Howard. Multiple Intelligences, New Horizons.
New York: Basic Books, Inc., 2006.
http://www.soundpiper.com
Interpersonal &
Intrapersonal Intelligence
Interpersonal Intelligence
• The Socializer – the ability to
understand other people,
recognizing their goals motivation,
intentions and to work effectively
with them
Interpersonal Intelligence
• Empathy toward others
• Admired by peers
• Relates to peers and adults that are
similar
• Displays skills of leadership
• Cooperative
• Good at understanding people
Learn Best By:
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Sharing
Relating
Interviewing
Comparing
Cooperating
Jobs
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Teacher
Receptionist
Counselor
Politician
Social Work
Nurse
Manager
Intrapersonal Intelligence
• The Individual- understands one’s
inner-feelings, dreams and ideas.
Knowledge turned to self. The ability
to understand one’s own emotions,
goals, and intentions.
Intrapersonal Intelligence
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Expresses strong likes or dislikes
Can communicate feelings
Confident with own abilities
Good at following instincts
Work toward ambition
Set appropriate goals
Interests of Intrapersonal
Intelligence
• Write poems, diaries,
autobiographies, and family histories
• Do art works
Learn Best By:
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Own space
Self-paced instruction
Working alone
Individualized projects
Jobs
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Philosopher
Artist
Psychologist
Autobiographer
Poet/Writer
Spiritualist
Conclusions and Questions
Conclusion
• Think of activities to approach teaching
concepts that target several different
learning styles at once
– Incorporate movement, music and
recitation in one activity
• Don’t think you MUST always target all
eight styles in every lesson
– This can drive you nuts!
Conclusion
• Keep an open mind and be flexible
– Look for opportunities to reach out
• Use what you’ve learned about your
learning style to help you understand
others who learn differently from you
– Especially if linguistic and/or logical are
not your primary learning styles
References
Armstrong, T. (1998-2000) Multiple Intelligences.
Downloaded October 10, 2006 from:
http://www.thomasarmstrong.com/multiple_intelligences.htm
Henley, M., Ramsey, R.S., & Algozzine, R.F. (2006).
Characteristics of and Strategies for Teaching
Students with Mild Disabilities (5th ed.)(pp. 101103, 254-255) Boston MD: Pearson Education,
Inc.
Smith, M.K. (2002) ‘Howard Gardner and multiple
intelligences’, The Encyclopedia of Informal
Education. Downloaded on October 12, 2006
from: http://wwwinfed.org/thinkers/gardner.htm
Sources for more information
• http://www.education-world.com/a_curr/curr054.shtml
• http://www.thomasarmstrong.com
• http://surfaquarium.com/MI/