Multiple Intelligences in the Classroom:

Responding to Student Diversity with Practical Instructional Strategies

Thomas Armstrong, Ph.D. (www.institute4learning.com)

Yav Pem Suab Academy

Sacramento, CA

July 23, 2013

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Workshop Modules

1. Experiential Intro to 8 Kinds of Smart

2. Foundations of MI Theory

3. Identifying Our Own Multiple Intelligences

4. Tips for Introducing MI to Students

5. Tips for Identifying MI in Students

6. Learning Something New in 8 Ways

7. MI Lesson Plan Mind Map

Workshop Modules (cont’d)

8. Demonstrations of Teaching 8 Ways

9. Learning Centers Using MI Theory

10.Creating Your Own MI Strategies

The Eight Intelligences

• Word Smart

• Logic Smart• Picture Smart

• Body Smart• Music Smart• People Smart• Self Smart• Nature Smart

Criteria for MI Theory

• Symbol Systems

• Cultural Value

• Developmental History

• Savants

• Brain Structures• Evolutionary Plausibility

• Other Species

(Picture Smart)

((((Music Smart) (Body Smart)

(People andSelf Smart)

(Logic and Nature Smart)

Word Smart

6

MI Inventory for AdultsCheck those statements that apply:Linguistic Intelligence__ Books are important to me.__ I can hear words in my head before I read, speak, or write them down.__ I get more out of listening to the radio or a spoken-word cassette than I do from television or films.__ I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.__ Other people sometimes have to stop and ask me to explain the meaning of the words I use in my writing and speaking.__ English, social studies, and history were easier for me in school than math and science.__ When I drive down a freeway, I pay more attention to the words written on billboards than to the scenery.__ My conversation includes frequent references to things that I’ve read or heard.__ I’ve written something recently that I was particularly proud of or that earned me recognition from others.

Logical-Mathematical Intelligence__ I can easily compute numbers in my head.__ Math and/or science were among my favorite subjects in school.__ I enjoy playing games or solving brainteasers that require logical thinking.__ I like to set up little “what if” experiments (for example, “What if I double the amount of water I give to my rosebush each week?”).__ My mind searches for patterns, regularities, or logical sequences in things.__ I’m interested in new developments in science.__ I believe that almost everything has a rational explanation.__ I sometimes think in clear, abstract, wordless, imageless concepts.__ I like finding flaws in things that people say or do at home and work.__ I feel more comfortable when something has been measured, categorized, analyzed, or quantified in some way.

MI Inventory (cont’d)Spatial Intelligence__ I often see clear visual images when I close my eyes.__ I’m sensitive to color.__ I frequently use a camera or camcorder to record what I see around me.__ I enjoy doing jigsaw puzzles, mazes, and other visual puzzles.__ I have vivid dreams at night.__ I enjoyed art a lot in school.__ I like to draw or doodle.__ Geometry was easier for me than algebra in school.__ I can comfortably imagine how something might appear if it were looked down upon from directly above in a bird’s eye view.__I prefer looking at reading materials that have lots of pictures in them

Bodily-Kinesthetic Intelligence__ I engage in at least one sport or physical activity on a regular basis.__ I find it difficult to sit still for long periods of time.__ I like working with my hands at concrete activities such as sewing, weaving, carving, or model building.__ My best ideas often come to me when I’m out for a long walk or a jog, or when I’m engage in some other kind of physical activity.__ I sometimes get “gut feelings” about things (e.g. I actually feel it in my body).__ I frequently use hand gestures or other forms of body language when conversing with someone.__ I need to touch things in order to learn more about them.__ I enjoy daredevil amusement rides or similar thrilling physical experiences.__ I would describe myself as well coordinated.__ I need to practice a new skill rather than simply read about it, or see a video that describes it.

MI Inventory (cont’d)Musical Intelligence__ I have a pleasant singing voice.__ I can tell when a musical note is off-key.__ I frequently listen to music on radio, records, cassettes, or compact discs.__ I play a musical instrument.__ My life would be poorer if there were no music in it.__ I sometimes catch myself walking down the street with a jingle or other tune running through my mind.__ I can easily keep time to a piece of music with a simple percussion instrument.__ I know the tunes to many different songs or musical pieces.__ If I hear a musical selection once or twice, I am usually able to sing it back fairly accurately.__ I often make tapping sounds or sing little melodies while working, studying, or learning something new.

Interpersonal Intelligence__ I’m the sort of person that people come to for advice and counsel at work or in my neighborhood.__ I prefer group sports like soccer, volleyball, or softball to solo sports such as swimming, jogging, and weight training.__ When I have a problem, I’m more likely to seek out another person for help than attempt to work it out on my own.__ I have at least three close friends.__ I favor social pastimes such as Monopoly or bridge over individual recreations such as video games and solitaire.__ I enjoy the challenge of teaching another person, or groups of people, what I know how to do.__ I consider myself a leader (or others have called me that).__ I feel comfortable in the midst of a crowd.__ I like to get involved in social activities connected with my work, church, or community.__ I would rather spend my evenings at a party than stay at home alone.

MI Inventory (cont’d)Intrapersonal Intelligence__ I regularly spend time alone meditating, reflecting, or thinking about important life questions.__ I have attended counseling sessions or personal growth seminars to learn more about myself.__ I am able to respond to setbacks with resilience.__ I have a special hobby or interest that I keep pretty much to myself.__ I have some important goals for my life that I think about on a regular basis.__ I have a realistic view of my strengths and weaknesses (borne out by feedback from other sources).__ I would prefer to spend a weekend along in a cabin in the woods (or some other solitary place) than be at a resort with lots of people around.__ I consider myself to be strong willed or independent-minded.__ I keep a personal diary or journal to record the events of my life.__ I am self-employed or have at least thought seriously about starting my own business.

Naturalist Intelligence__ I have pets that I love and/or enjoy animals when I’m around them.__ I enjoy gardening and/or like to have plants around me at home or work.__ I can find my way around unfamiliar natural terrain with some ease.__ I like to visit nature museums, aquariums, zoos, or other places that display living things.__ I prefer to spend my free time in some kind of natural setting (e.g. lakes, mountains, rivers, etc.).__ I sometimes just enjoy looking at clouds, mountains, trees, or other natural formations.__ I have an ability to identify different kinds of birds, plants, or other living things.__ I have a pretty highly developed sense of ecological awareness and/or sense of responsibility for helping to take care of Mother Earth.__ I enjoy TV programs and/or reading about nature topics (e.g. Nature on PBS or National Geographic).__ I have been involved in organizations or clubs that focus on nature issues (e.g. Sierra Club, bird study group, hiking group, animal rescue etc.).

MI Inventory (cont’d)

Existential Intelligence__ I think a lot about life and death__ I get into serious discussions with my parents, religious authorities, friends, or others about religious, spiritual, or philosophical issues__I have had special experiences that lifted me out of the everyday concerns of life and into a deeper perspective about the universe.__I spend time by myself thinking about the meaning of life, existence, God, death, or other existential themes.__I’ve had dreams that had to do with the nature of existence, the purpose of life, the meaning of our time on this planet, or other similar cosmic issues.__I’ve had a brush with death that caused me to look at life in a totally different way.__I read a lot about philosophy, religion, or the cosmic dimensions of science.__I’ve had special psychic, mystical, spiritual, or other non-ordinary experiences that I couldn’t really explain to anyone around me.__I’ve participated in some kind of religious, spiritual, or philosophical community activities that have been very meaningful to me.__I’ve found meaning in engaging in meditation, reflection, prayer, or some other individual experience that have opened me up to the bigger questions of life.

Introducing MI to Your Students

• MI Pizza

• Experiences

• Games

• People

• Trips

• Displays

• Books

Self Smart

Word Smart

Number/Logic Smart

Picture Smart

Body Smart

Music Smart

Nature Smart

People Smart

MI Pizza

Human Intelligence Hunt• Find Someone Who Can:

– whistle Mozart (M)

– do a dance step (BK)

– recite four lines of poetry (L)

– draw a picture of a horse (S)

– share a dream they’ve had (Intra)

– explain why the sky is blue (LM)

– say they’re feeling relaxed now (Inter)

– name 5 common birds in this area (N)

Identifying MI in Your Students

• Observation

• Documents

• Records

• Colleagues

• Parents

• Students

Boyle's Law

Boyle’s Law

Word Smart – definition

Logic Smart - equation

Picture Smart – visual metaphor

Music Smart – mnemonic chant

Body Smart – mouth experiment

Nature Smart – scuba diving example

People Smart – cooperative simulation

Self Smart – personal reflection (“think of a time in your life….”)

Boyle’s Law

For a fixed mass and temperature of gas, the pressure is inversely proportional to the volume.

Boyle’s Law

P x V = K

4ATM x 2cm³ = __

2ATM x __ = 8

8ATM x __ = 81cm³

8

4cm³

Boyle’s Law Chant

When the volume goes down

The pressure goes up

The blood starts to boil

And a scream erupts

“I need more space or I’m going to frown!”

The volume goes up

And the pressure goes down.

MI Lesson Plan Mind-Map

Objective

Word Smart - How can I use the spoken or written word?

Logic Smartl - How can I bring in numbers, calculations, logic, classifications, or critical thinking?

Picture Smart - How can I use visual aids, visualization, color, art, or metaphor?

Music Smart - How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework?

Body Smart - How can I involve the whole body or the use of hands-on experiences?Nature Smart - How can I

incorporate living things or systems?

People Smart - How can I engage students in peer sharing, cooperative learning, or large group simulation?

Self Smart - How can I evoke personal feelings or memories, or give students choices?

Phonemic Awareness – 8 Ways

Linguistic - word patterns

Logical-Mathematical - Venn diagram

Spatial - color code

Musical - apples and bananas song

Bodily-Kinesthetic - ee and oo gestures

Naturalist - bird sounds

Interpersonal - ee and oo groups

ee and oo sounds

Intrapersonal - oo and ee sounds connected to emotions

I want to eat

Eight apples and bananas

I want to eat

Eight apples and bananas

Once upon a time there were some little birds that were left in a nest. A cat started crawling up the tree to gobble them up. They got scared and cried “ee!” There was an owl close by observing this that screeched “hoo!” The parents of the birds heard the owl go “hoo!” and they came back and saved their little ones, and the little birds just kept crying “ee!” all day long!

Multiplication – 8 Ways

Times Tables

Word Smart - Storytelling

Logic Smart -Pattern Seeking

Picture Smart -Modular Math

Music Smart - Clapping Rhythms

Body Smart -Math Calisthentics

Nature Smart -Multiples In Nature

People Smart - Cooperative Circle

Self Smart - Self-Discovery

0

5

3

1

2

46

7

8

9

0

5

3

1

2

46

7

8

9

0

5

3

1

2

46

7

8

9

Learning Centers Activity• Select an MI symbol

• Read the activity listed on the posted sheet.

• Do the activity (as a group)

• When you hear the xylophone go to the next center (clockwise)

• Go to your seat on Three Blind Mice.

• On the signal (xylophone) go to that MI center (bring handouts, pencil or pen).

Activity Centers• Word Smart: use them all in one sentence• Picture Smart: draw a picture that includes all• Body Smart: express each word w/ a gesture• Music Smart: make up a song using them all• Logic Smart: look up etymology of a word• People Smart: have a conversation using them• Self Smart: relate them to your life (write)• Nature Smart: relate them to animals (write)

5 Vocabulary Words

• capsize – overturn in the water

• brawl - a rough or noisy fight or quarrel

• stodgy - dull and uninspired.

• shirk - avoid or neglect (e.g. a duty)

• sullen - bad-tempered; gloomy

MI Lesson Plan Mind-Map

Word Smart -Logic Smart -

Picture Smart -

Music Smart -

Body Smart -

Nature Smart -

People Smart -

Self Smart -

ResourcesArmstrong, Thomas. Multiple Intelligences in the Classroom, 3nd Ed.. Alexandria, VA: ASCD, 2009.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999.

Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam-Penguin, 2000.

Armstrong, Thomas. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. Alexandria, VA: ASCD, 2003.

Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2003.

Campbell, L. and B. Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA: ASCD, 2000.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.

Gardner, Howard.. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 1999.

Contact Information

• Email: thomas@institute4learning.com

• Website: www.institute4learning.com

• Blog: http://institute4learning.com/blog/

• Twitter: @Dr_Armstrong