MULTIPLE INTELLIGENCES

Multiple Intelligences

“Howard Gardner”

Frames of Mind: The Theory of

Multiple Intelligences

At least 7 intelligences

Human intelligence as having multiple dimensions that must

be acknowledged and developed in education.

Individuals are free to be intelligent on

their own ways.

Opposes the idea of labeling learners to

a specific intelligence

According to Gardner Intelligence is,

The capacity to solve problems or to fashion products that are valued in one or more cultural setting. (Gardner & Hatch, 1989).

Gardner argues that;• The brain has other equally important types of

intelligences. • The importance of assessing in an "intelligence-

fair" manner.• Traditional examinations linguistic and

logical skills

In the past IQ tests measured only logic and language

Intelligence-fair measures that value the

distinct modalities of thinking and learning

that uniquely define each intelligence

LOGICAL-MATHEMATICAL

Logic,abstractions, reasoning, numbers and

critical thinking.

Understanding the underlying principles of

some kind of causal system.

Puzzles & games,logical,sequential

presentations, classifications,

categorizations.

VISUAL-SPATIAL

Aware of their surroundings and are good at remembering

images.

Great sense of direction.

Learn best through drawings and visual

aids.

BODY-KINESTHETICControl of one's

bodily motions and the capacity to handle

objects skillfully.

Learn better by involving muscular

movement.

Good at physical activities.

Good at building things and like to stay

active.

Good motor skills and are very aware of

their bodies.

Hands-on activities, field trips & pantomime.

MUSICAL/RHTHMIC

sounds, rhythms, tones &

music

able to sing, play musical

instruments, and compose music.

“auditory” :learn best via lecture

use songs or rhythms to

learn

INTERPERSONAL

Interaction with others.Sensitive to others' moods, feelings, temperaments and

motivations.

Ability to cooperate in order to work as part of a group.

(pairwok,project work, group problem-solving)

Communicate effectively and empathize easily with others.

Learn best by working with others and often enjoy discussion and debate.

Gardner: “sales persons,politicians,managers

,teachers,counselors,social workers.

INTRAPERSONAL

Introspective and self-reflective capacities.

Having a deep understanding of the

self; strengths/ weaknesses,what makes

one unique.

Being able to predict one's own

reactions/emotions.

Prefer working alone. Spends time thinking and reflecting.

Psychologist, philosopher,writer,

theologian

Self-evaluation,journal keeping, options for

home work.

VERBAL-LINGUISTIC

Good at reading, writing, telling stories

and memorizing words along with dates

Talented with words.Ability to teach and

explain things to others.

Learn best by reading, taking notes and going

to lectures.

Note taking,story telling,debates.

Everyone can possess these intelligences.They are not equally developed.Teachers create activities which draws attention of all intelligences-to faciliate lg acquisition & realize their full potential.

Presenting every intelligence in every lesson plan is impossible as the list of intelligences growing.

For ex:

Gardner (1999) has added an 8th intelligence.

NATURALISTIC

Sensitivity to and appreciation for nature.

Nurturing and growing things & the ability to care for and interact with

animals.

The newest added to the theory of Multiple Intelligences and is often

criticized as being an interest rather than an intelligence.

Gardener,Farmer,Animal Trainer,Scientist,Botanist,Zookeeper,

Geologist

EXISTENTIAL

Some proponents of multiple intelligence theory

proposed spiritual or religious intelligence as a possible additional type.

Gardner did not want to commit to a spiritual

intelligence, but suggested that an "existential"

intelligence may be a useful construct.[

Talented with words.

FIND A PERSON WHOSE …INTELLEGENCE IS DOMINANT

How to design a multiple intelligences lesson

There is no goals stated in MI.

There is no syllabus(recommended).

But there is a basic developmental sequence which can be considered as “syllabus design”.

•Multisensory experiences(touching,smelling etc.)

•Learners can be sensitized to the many-faceted properties.

Stage 1.Awaken the intelligence

•Students are supposed to tell, share and bring their own experiences and objects into class and discuss them.

Stage 2.Amplify the intelligence

•This stage is the general “traditional" teaching phase with work done in group project worksheets and the amplified intelligence is used to solve the tasks and therefore enhance the learning

Stage 3.Teach with/for the intelligence

•Students reflect on their previous experiences and try to relate these tasks to other school or real life problems.

Stage 4.Transfer of the intelligence

Syllabus Design: According to Lazear (1991);

Multiple Intelligence projects:

Based on one or more of the intelligences. Designed to stimulate particular intelligences.

Curriculum–based projects: Based on curriculum content areas. Categorized according to the particular intelligences.

Thematic- based projects: Based on theme from the curriculum or classroom. Devided into different intelligences.

Resource-based projects: Designed to provide students with opportunities to research a topic using MI.

Students-choice projects: Designed by students. Draw on particular intelligences.

Nicholson-Nelson describes 5 types of projects used to individualize project work:

Learner’s Role

Every learner is unique. The focus is on the learner and his

or her different abilities to learn things.

The learners develop their own personality.

They are an active part in the classroom and they are aware of aims and achievements and reflect on their own learning.

Teacher’s Role

Introducing students to the existence of multiple intelligences

and guide them in identifying.

Making use of all their intelligences through language

learning activities that exercise the students' multiple intelligences.

THANKS FOR LISTENING Büşra Kılıçkalkan