The nine intelligences
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- 1. Week 2 Lecture Child Development and the Theory of Multiple Intelligences
2. Terms of Development
- Development: orderly, adaptive changes we go through from conception to death
- Maturation: genetically programmed, naturally occurring changes over time
- Types of Development
- Physical: changes in body structure and function over time
- Personal: changes in personality that take place as one grows
- Social: changes over time in the ways we relate to others
- Cognitive: growth and change in the ways we think and learn
3. How does development happen?
- at different rates for different people
- in a relatively orderly way
- we may not be able to see it happening.
4. What is the Theory of Multiple Intelligences?
- Developed by Howard Gardner, a psychologist and professor of education at Harvard University, the Theory of Multiple Intelligences identifies and describes the many ways that we can understand, and interact with, the world.
- This theory is a great tool for helping us understand our students and create optimal learning experiences for them.
5. The Nine Intelligences How do you see the world? 6. Linguistic section 7 on survey
- Likes: discussion, books, brainstorming.Is usually a talk to thinker
- Needs: words, choice of words is very important
- Learns best by: talking with others
7. Mathematical/Logical section 3 on survey
- Likes: logical, sequential presentation, usually a think to talker
- Needs: numbers, correct numbers and facts are important
- Learns best by: thinking about things in quantifiable, conceptual or numerical terms
8. Visual/Spatial section 9 on survey
- Likes: charts, graphs, diagrams
- Needs: Pictures, seeing it for themselves is important
- Learns best by: seeing the big picture first, then having it broken down into details
9. Musical section 2 on survey
- Likes: music of many kinds
- Needs: rhythm, to hear the beat
- Learns best by: having learning material put to music or taught rhythmically
10. Bodily/Kinesthetic section 6 on survey
- Likes: hands-on activities, demonstrations, tactile experiences
- Needs: sensory involvement
- Learns best by: activities involving touch, taste, smell, movement
11. Interpersonal section 5 on survey
- Likes: being with others
- Needs: people, tends to be relationship focused and other oriented
- Learns best by: cooperative learning, collective experiences, group brainstorming
12. Intrapersonal section 8 on survey
- Likes: to be alone, tends to be very independent-minded
- Needs: Space
- Learns best by: self-paced information, personal projects
13. Naturalist section 1 on survey
- Likes: being outdoors, recognizing and classifying
- Needs: to be connected to the natural world
- Learns best by: connecting learning material to the natural world
14. Existentia l section 4 on survey
- Likes: being introspective, expressing their own opinions, evaluating their own work
- Needs: to be able to see the big picture
- Learns best by: having a choice over their activities, working independently and having the chance to express their own ideas
15. Putting it into practice
- Try to offer a smorgasbord of activities.
- You cant meet the needs of every intelligence with every activitytry for a good balance.
- Know who your students are.
- Give them this survey or develop your own, so you can better understand the people youre working with.