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Multiple Intelligences and Multimedia Technology
How do we learn to understand the world around us?
Multiple Intelligences
• Diverse preferred modes of learning for each individual
• Different ways of information processing
• Result of years of scientific brain research• Stroke victims• Accident victims• Alzheimers patients Gardner
1983
Definition of Intelligence
• The ability to solve problems that one encounters in real life
• The ability to generate new problems to solve
• The ability to make something or offer service that is valued within one’s culture
Gardner, 1983
Research Findings
• Intelligence is not fixed at birth. It changes and grows through life. It can be improved and expanded.
• Intelligence can be taught and improved by activating levels of perception.
• Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system.
• A stronger, more dominant intelligence can be used to train (improve or strengthen) a weaker intelligence.
• Most persons possess all intelligences – but in varying strengths (at varying times)
Gardner, 1983
How can we help our children develop their intelligences?
• Stage 1: Awaken - trigger the intelligence• Stage 2: Amplify - strengthen by practice• Stage 3: Teach - learn and acquire specific
knowledge• Stage 4: Transfer the intelligence to real life -
Knowing how to live in the real world
Neurons (brain cells) make connections
between different parts of the brain.
Frames of Mind
• “The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals”
• Intelligence is changeable – not stagnant• Genetics influences intelligence • BUT providing a nurturing, positive, and
stimulating learning environment is very important!
Gardner, 1983
Eight Intelligences
• Verbal-Linguistic Intelligence – word playerVerbal-Linguistic Intelligence – word player• Logical-Mathematical Intelligence - questionerLogical-Mathematical Intelligence - questioner• Bodily-Kinesthetic Intelligence - moverBodily-Kinesthetic Intelligence - mover• Visual-Spatial Intelligence - visualizerVisual-Spatial Intelligence - visualizer• Musical-Rhythmic Intelligence – music loverMusical-Rhythmic Intelligence – music lover• Interpersonal Intelligence - socializerInterpersonal Intelligence - socializer• Intrapersonal Intelligence - individualizerIntrapersonal Intelligence - individualizer• Naturalist Intelligence – nature loverNaturalist Intelligence – nature lover
Gardner, 1983
The Word Player
Verbal Linguistic Learner• Uses words effectively • Has highly-developed
auditory skills• Enjoys reading, playing
word games, and writing• Has good memory for
verse, lyrics, or trivia• Great for repetition and
memorization when young
Technologies • Web 2.0 tools – blogs, wikis,
twitter• Social networking –
Facebook/My Space• Email/texting• Word processors• Desktop publishing,• Programs for creating poetry• Multimedia authoring• Audio/video recording
poet
The Questioner
Logical-Mathematical Learner• Thinks conceptually and
abstractly• Is able to see and explore
patterns and relationships• Enjoys reasoning,
calculating, playing logic games, solving puzzles.
• Likes brain teasers, logical puzzles, and strategy games.
Technologies• Database• Spreadsheet• Problem-solving
software• Strategy games• Multiplayer video games• Simulations• Calculators• Multimedia authoring
scientist
The Visualizer
Visual-Spatial Learner• Thinks in terms of
physical space • Notices images and
thinks in pictures• Learns best through
drawings, designs, and imagery
• Likes mazes, jigsaw puzzles, films, diagrams, maps, charts
Technologies • Drawing and paint
programs• Reading programs with
visual clues• Color coding• Programs/webs with
maps, charts, diagrams• Spreadsheets and graphs• Multimedia and video
architect
The Music Lover
Musical-Rhythmic Learner• Shows sensitivity to rhythm,
melody, and sound• Notices non-verbal sounds in
the environment• Learns more easily if sung or
tapped out.• Musical intelligence develops
very early• Most closely aligned to the
verbal/linguistic
End-state: composer
Technologies• Programs/webs with
stories with sound• Reading programs
associating letters/sounds/music
• Music and midi composition software
• Multimedia• Audio and video• Karaoke
The Mover
Bodily-Kinesthetic Learner• Likes movement • Communicates well through
body language• Enjoys physical activity• Excels at hands-on learning• Processes knowledge
through bodily sensations – moving, touching, manipulation, role plays, creative movement
Technologies • Wii & interactive video
games• Simulations• Clickers, smart board touch
screen, joystick, mouse or touchpad
• Keyboarding and word processing
• Animation programs
dancer
The SocializerInterpersonal Learner• Enjoys interacting with others• Learns best through group
activities• Sensitivity to facial
expressions, voice and gestures and has ability to respond effectively to those cues
• Understands and cares about people
• Likes to socialize
Technologies• Social networking• Blogs, wikis, twitter• Group presentations using
multimedia • Decision making
programs• Multiplayer video games• Group video production• Texting• Smart phones
leader
The Individual
Intrapersonal Learner • Is in tune with their
personal inner feelings, moods, and motivations
• Has an accurate picture of personal strengths and limitations
• Has capacity for self-discipline
• Learns best through independent study and introspection
Technologies• Computer assisted
instruction• Instructional games• Programs that build
self-improvement skills and self-awareness
• Brainstorming or problem solving software
• Web 2.0 blog & wiki journals
Reflective Individual
The Nature LoverNaturalistic Learner• Sensitivity to the world of nature
• Demonstrates ability to empathize
with animals• Enjoys working with plants,
(gardening, farming and horticulture
• Has a natural sense of science and natural living energy forces (weather and physics)
• Enjoys cooking and working with products of nature
• Sees patterns in nature
Technologies• Interactive real time
weather and nature websites
• Science programs and websites and software programs
• Global ecology websites and advocacy organizations
• Real time cameras and video sites
botanist
What knowledge is important today?
“If knowledge doubles every year or two, we certainly cannot multiply the number of hours or teach twice as
quickly. Some choice, some decisions about what can be omitted, is essential.”
The first dilemma: What should be taught?
Howard Gardner – 2003
From Multiple Intelligences after Twenty Years
http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Howard Gardner
• What should be highlighted: facts, information? data? If so, which of the countless facts that exist?
• Subject matters and disciplines--if so, which ones?
• Which science, which history? • Should we nurture creativity, critical thinking? • If there is to be an additional focus, should it be
arts, technology, a social focus, a moral focus?
What Should be the Focus of Education?
What is Special about Human Beings
“Human beings have done many terrible things but countless members of our species have done
wonderful things as well: works of art, works of music, discoveries of science and technology, heroic acts of
courage and sacrifice.
Our youngsters must learn about these achievements, come to respect them, have time to reflect about them
(and what it took to achieve them) and aspire some day to achieve anew in the same tradition…or
perhaps even to found a new tradition.”
Howard Gardner, 2003
How do we learn?
Bloom's Taxonomy Learning Domains
• Cognitive - intellectual capability, ie., knowledge, or 'think'
• Affective - feelings, emotions and behaviour, ie., attitude, or 'feel'
• Pscyhomotor and Multisensory - manual and physical skills, ie., skills, or 'do'
How do we learn?Bloom's Taxonomy Learning Domains
Cognitive
intellectual
capability
knowledge
'think'
Affectivefeelings
emotionsbehaviorattitude
'feel' PscyhomotorMultisensory manual and
physical skills
'do'
Learning Changes the Brain
• Some kind of stimulus to the brain starts the learning process.
• The stimulus is sorted and processed at several levels.
• Results in formation of memory. • Either doing something we already know how to do -
or we are doing something new. • Stimulation is doing something new - lighting up the
brain scan. • Once a task is learned, the brain lights up less.
How Does the Brain Work?
Neuroscience
• Technology paved the way for understanding more about how brain works.
• Enabled researchers to understand and see inside the brain.
• Brain scanners developed - Brain Imaging Technology • (MRI) Magnetic Resonance Imaging• (PET) Positron Emission Tomography – Radioactive glucose used
to determine activity in different parts of the brain • (EEG) Electroencephalography – Electrodes give us readings about
electrical output of the brain
Secret Life of the Brain
• PBS Web - http://www.pbs.org/wnet/brain/index.html
The Left Brain versus the Right Brain Argument
Simplification of a Very Complex Neurological System
Go to
Neuroscience for Kids
Two Cerebral Hemispheres Left and Right
• Left Hemisphere • Processes things more in parts and
sequentially • Musicians process music in left
hemisphere
• Right Hemisphere • Visual and performing arts have been
considered right-brain "frills" but trained musicians and artists use more left-brain and novice musicians use more right.
• Higher-level mathematicians, problem solvers, and chess players actually have more right-brained activity, but beginners use more left brain.
Drawing on the Right Side of the Brain
• L-Mode (left brain)• The verbal, analytic mode• Step-by-step style of thinking • Using words, numbers and other
symbols • Strings things out in sequences, like
words in a sentence• R-Mode (right brain)
• The visual, perceptual mode• Uses visual information and
processes • All at once, like recognizing the face
of a friend
Go to:http://www.drawright.com/
Betty Edwards Ways of Knowing
and Seeing
"You have two brains: a left and a right. Modern brain scientists now know that your left brain is your
verbal and rational brain; it thinks serially and reduces its thoughts to numbers, letters and words… Your right brain is your nonverbal and
intuitive brain; it thinks in patterns, or pictures, composed of ‘whole
things,’ and does not comprehend reductions, either numbers, letters,
or words."
From The Fabric of Mind, by the eminent scientist and neurosurgeon, Richard Bergland. Viking Penguin, Inc., New
York 1985. p.1
The Lobes
• Frontal Lobe• Area around your forehead • Involved in purposeful acts like judgment, creativity, problem
solving, and planning.
• Parietal Lobe• Top back area of the brain • Processes higher sensory and language functions
• Temporal Lobe• Left and right side above and around the ears • Primarily responsible for hearing, memory, meaning, and
language. • Some overlap in functions of the lobes.
• Occipital Lobe• Back of the brain • Primarily responsible for vision
Stages of Development Through Sensory Experiences in the First
Year
Brain Activity by Age
Brain Activity
• Auditory Cortex
• Visual Cortex
• Frontal Cortex
• Motor Cortex
thinkinghearing
seeing moving
The Resting Brain
• PET Scans Show Brain Function
• Four Different Slices of the Same Brain
• Mapping of Cerebral Function
• Resting Brain Shows No “hotspots”
http://www.crump.ucla.edu/software/lpp/clinpetneuro/function.html
Visual Activity
• Subject exposed to visual stimulation consisting of both pattern and color.
• Increased activity in the stimulated brain PET image (arrowhead).
• Region of increased activity corresponds to the primary visual cortex.
Thinking Activity
• Increased activity in the stimulated brain PET image (arrowhead).
• Region of increased activity corresponds to the frontal cortex.
Motor or Kinesthetic Activity
• Motor stimulation of the brain• Subject to hop up and down on
his right foot. • Motor task of a movement of the
right foot caused:• Cortical metabolic activation
of the left motor strip (horizontal arrowhead)
• Caused supplementary motor cortex (vertical arrow, top).
Cerebellum
• Subject listened to some music. • Increased activity in the PET
image containing the auditory cortex.
• Nonverbal stimuli (music) predominantly activates the nondominant (right) hemisphere.
• Simultaneous stimulation with language and music would cause a more bilateral activation of the auditory cortex.
Auditory Activity