Multiple Intelligences in the Classroom

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A review on multiple intelligences

Transcript of Multiple Intelligences in the Classroom

  • 1. 15 minutes Beginning in
  • 2. 10 minutes Beginning in
  • 3. 7 minutes Beginning in
  • 4. 5 minutes Beginning in
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  • 6. 1 minute Beginning in
  • 7. MULTIPLE INTELLIGENCES IN THE CLASSROOM Colegio Interamericano de Guatemala Professional Development Program Ernesto Meja October 24th 2007
  • 8. Please move around the room and fill in the blanks with names of people. Set appointments to talk about Multiple Intelligences. Jason Leo Valerie Ana 8:00 AM 11:00 AM 2:00 PM 5:00 PM
  • 9. Now, find the people you have an appointment with, and ask the following questions. Record the answers on the back of the clock template.
    • 8:00 AM
      • How do you define intelligence?
    • 11:00 AM
      • What were your favorite learning activities when you were a student?
    • 2:00 PM
      • What does the phrase Multiple Intelligence mean to you?
    • 5:00 PM
      • Do you usually modify classroom activities to make them meaningful for several learning styles? Could you provide an example?
  • 10. During this workshop, you will
    • Reflect on the impact of the multiple intelligences (MI) theory in your teaching practices.
    • Discover how much your own learning style affects your teaching style.
    • Share your previous knowledge about the Multiple Intelligences to design learning activities.
  • 11. What is the origin of the Multiple Intelligences (MI) theory?
  • 12.
    • When the psychometric and behaviorist ages reached their peak, it was believed that intelligence was a singular inherited entity, and that human beings were born as blank pages.
    • Today, an increasing number of researchers believe the opposite, which is that there is a multitude of intelligences, independent from each other.
  • 13. A new definition of intelligence
    • As a result from research, Howard Gardner conceptualized intelligence as the ability to solve problems or elaborate products that are valuable in one or more cultural contexts.
  • 14.
    • When preparing the original research, he found eight criteria or signs that pointed to the existence of intelligence.
    • Among these, the following can be highlighted:
      • A list of final achievement stages,
      • A distinctive development story,
      • A set of evident operations,
      • A set of symbols, and
      • A psychometrical background.
    New criteria to identify different intelligences
  • 15. Which are the multiple intelligences originally included in this theory?
  • 16. Get together in small groups. Check the description of every intelligence in the complementary handout.
    • Linguistic Intelligence
    • Logical-Mathematical Intelligence
    • Musical Intelligence
    • Bodily-Kinesthetic Intelligence
    • Visual-Spatial Intelligence
    • Interpersonal Intelligence
    • Intrapersonal Intelligence
  • 17. What is the application of the MI theory in education?
  • 18.
    • Even tough Gardners theory has not been fully accepted in the academic context, there has been a strong positive response from several hundreds of educators. It has also been adopted by several education theoreticians and public policy designers.
    • The application of this theory can be observed in pre-primary, elementary, and high school education, as well as in vocational and adult education.
  • 19. Reasons why educators have responded positively to the Multiple Intelligences theory
    • It validates an educators daily experience,
    • It fosters the development of new approaches to satisfy the needs of every student,
    • It provides a space for reflection on teaching practice,
    • It creates a framework to develop local and flexible programs,
    • It contributes to the practice of values.
  • 20. There are two versions of the handout you were provided with (A and B). Find a person who has a different version than yours. Help each other to complete the information in the blanks.
  • 21. What is the relation between your preferred learning style and your teaching style? Please read the comparison chart in your handout.
  • 22. Are there additional intelligences?
  • 23. This theory has evolved since its original publishing in 1983
    • Is there a naturalistic intelligence?
      • (The decision to include it in the list was almost unanimous among researchers)
    • What about a moral, spiritual or existential intelligence?
      • (Intuition leads to their proposal, but there is no evidence of their existence).
  • 24. This theory has evolved since its original publishing in 1983
    • How about a technological intelligence?
    • Or a business intelligence?
    • Or a gender intelligence?
  • 25. Is there any objection or controversy around the MI theory?
  • 26. There are three significant arguments against this theory
    • How appropriate is the definition criteria of an intelligence?
    • How cohesive is the intelligence concept stated by Gardner?
    • Is there enough evidence to support Gardners conceptualization?
  • 27. Now, we will design an activity to express conclusions about what we have learned today. Get together in small groups, according to the intelligence you use the most. Find and follow the directions on each work table. We will present the product in some minutes.
  • 28. During this workshop, you will
    • Reflect on the impact of the multiple intelligences (MI) theory in your teaching practices.
    • Discover how much your own learning style affects your teaching style.
    • Share y