Lesson PlanningSession #2

Multiple Intelligences in the Classroom

Pam Harrington

&

Chris Brands

Overview

• Traditional Intelligences Vs. Multiple Intelligences

• Howard Gardner

• Definition of Intelligences

• Impact on the classroom

How do we measure intelligence?

• Who in the last picture is the most “intelligent”?

• How would we test that?– IQ test?– What does an IQ test measure?

• Traditionally in schools, which type of knowledge is most valued?

Traditional Intelligence

• According to a traditional definition, intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests.

Howard Gardner

Developmental Psychologist at Harvard University

*1983 Developed a theory of Multiple Intelligences (7)

* 1999 Developed an 8th intelligence (and a controversial 9th)

Gardner’s Definition of Intelligence

• According to Howard Gardner, intelligence is: – The ability to create an effective product or

offer a service that is valued in a culture; – A set of skills that make it possible for a

person to solve problems in life; – The potential for finding or creating solutions

for problems, which involves gathering new knowledge.

Thomas Armstrong (an educator): “This book emerged from my work over the past fourteen years in applying Howard Gardner’s theory of multiple intelligences to the issues of classroom teaching.”

Traditional Theory Gardner’s Theory

Intelligence can be measured by short answer tests. IQ

Short answer tests only measure rote memorization, not deep understanding

People are born with a fixed amount of intelligence

Humans have all of the intelligences, but each person has a unique combination, or profile.

Intelligence level does not change over a lifetime.

Intelligences can be improved through education or other ways.

Intelligence consists of ability in logic and language

There are many different types of intelligences

Teachers teach the same material to everyone

Teachers teach and assess differently based on individual intellectual strengths.

Teachers teach a topic or “subject” Teachers develop strategies that allow for students to demonstrate multiple ways of understanding

Gardner claims that individuals possess at least eight independent types of intelligence (2004).

Logical-Mathematical

Bodily-Kinesthetic

Linguistic

NaturalistIntrapersonal

Interpersonal

MusicalSpatial

EightIntelligences

What are the Multiple Intelligences?

• Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

• Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

• Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber

• Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly

• Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully

• Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others.

• Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

• Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature

Verbal-Linguistic Intelligence

• The ability to use words effectively (both spoken and written).

For example: • Politician, playwright,

editor, journalist.

Your classroom?

Mathematical-Logical Intelligence

• The capacity to use numbers effectively and to reason well.

• to categorize, classify, make inferences, etc.

For example:• CPA, computer

programmer, scientist

Your classroom?

Musical Intelligence

• Sensitivity to the rhythm, pitch or melody and timbre or tone color of a musical piece

• The capacity to perceive, discriminate, transfer, and express music

For example:Musician, performer, critic

Your classroom?

Visual-Spatial Intelligence

• Involves sensitivity to color, line, shape, form, space, and the relationships that exist between them.

For example:• Architect, pilot, artist,

interior design

Your classroom?

Bodily-Kinesthetic Intelligence

• Skill in using one’s whole body to express ideas and feelings

For example:• Surgeons, athletes,

actors

Your classroom?

Interpersonal Intelligence

• Sensitivities to the moods, intentions, motivations, and feelings of others.

For example:• Salesman, educator,

motivational speaker

Your classroom?

Intrapersonal Intelligence

• Self-knowledge and the ability to act adaptively on the basis of that knowledge.

For example:• Inventor, yoga instructor

Your classroom?

Naturalist Intelligence

• Expertise in the recognition and classification of the numerous species of an individual’s environment.

For example:• Naturalist, park ranger, fishing

guide

Your classroom?

Assess Yourself

• Why is it important for you to know which intelligence is your strongest?– To make yourself aware of your bias

• Why is it important for you to know the preferred intelligence of your students?– To better adapt your materials

"The way to determine what intelligences are in play is to identify the objective of

the task at hand."

-Walter McKenzie

Impact on the classroom/curriculum

• Value all students– Equitable education

• Present materials in different ways– Appeal to different

intelligences

• Assess students fairly– Not standardized tests– Various testing

techniques

Multiple Intelligences Unit

• You will be given a Learning Scenario

• In groups of 4 or 5, you will develop activities around the learning scenario which tap into the multiple intelligences

• I will come around to offer you which multiple intelligences your group will have.

Resources

• http://www.thirteen.org/edonline/concept2class/mi/index_sub1.html

• http://www.questgarden.com/12/56/4/060120212752/files/MI_PP.ppt#4