Week 2 LectureWeek 2 Lecture

Child Development Child Development and the Theory of and the Theory of

Multiple IntelligencesMultiple Intelligences

Terms of DevelopmentTerms of Development Development: orderly, adaptive changes we go through Development: orderly, adaptive changes we go through

from conception to deathfrom conception to death Maturation: genetically programmed, naturally occurring Maturation: genetically programmed, naturally occurring

changes over timechanges over time Types of DevelopmentTypes of Development

– Physical: changes in body structure and function over Physical: changes in body structure and function over timetime

– Personal: changes in personality that take place as one Personal: changes in personality that take place as one growsgrows

– Social: changes over time in the ways we relate to Social: changes over time in the ways we relate to othersothers

– Cognitive: growth and change in the ways we think and Cognitive: growth and change in the ways we think and learnlearn

How does development How does development happen?happen?

……at different rates for different at different rates for different peoplepeople

……in a relatively orderly wayin a relatively orderly way ……graduallygradually

– ……we may not be able to see it we may not be able to see it happening.happening.

What is the Theory of What is the Theory of Multiple Intelligences?Multiple Intelligences?

Developed by Howard Gardner, a psychologist Developed by Howard Gardner, a psychologist and professor of education at Harvard and professor of education at Harvard University, the Theory of Multiple Intelligences University, the Theory of Multiple Intelligences identifies and describes the many ways that we identifies and describes the many ways that we can understand, and interact with, the world.can understand, and interact with, the world.

This theory is a great tool for helping us This theory is a great tool for helping us understand our students and create optimal understand our students and create optimal learning experiences for them.learning experiences for them.

The Nine The Nine IntelligencesIntelligences

How do you see the world?How do you see the world?

LinguisticLinguisticsection 7 on surveysection 7 on survey

Likes: discussion, books, Likes: discussion, books, brainstorming. Is usually a “talk to brainstorming. Is usually a “talk to thinker”thinker”

Needs: words, choice of words is very Needs: words, choice of words is very importantimportant

Learns best by: talking with othersLearns best by: talking with others

Mathematical/LogicalMathematical/Logicalsection 3 on surveysection 3 on survey

Likes: logical, sequential Likes: logical, sequential presentation, usually a “think to presentation, usually a “think to talker” talker”

Needs: numbers, correct numbers Needs: numbers, correct numbers and facts are importantand facts are important

Learns best by: thinking about things Learns best by: thinking about things in quantifiable, conceptual or in quantifiable, conceptual or numerical termsnumerical terms

Visual/SpatialVisual/Spatialsection 9 on surveysection 9 on survey

Likes: charts, graphs, diagramsLikes: charts, graphs, diagrams Needs: Pictures, seeing it for Needs: Pictures, seeing it for

themselves is importantthemselves is important Learns best by: seeing the “big Learns best by: seeing the “big

picture” first, then having it broken picture” first, then having it broken down into detailsdown into details

MusicalMusicalsection 2 on surveysection 2 on survey

Likes: music of many kindsLikes: music of many kinds Needs: rhythm, to hear the beatNeeds: rhythm, to hear the beat Learns best by: having learning Learns best by: having learning

material put to music or taught material put to music or taught rhythmicallyrhythmically

Bodily/KinestheticBodily/Kinestheticsection 6 on surveysection 6 on survey

Likes: hands-on activities, Likes: hands-on activities, demonstrations, tactile experiencesdemonstrations, tactile experiences

Needs: sensory involvementNeeds: sensory involvement Learns best by: activities involving Learns best by: activities involving

touch, taste, smell, movementtouch, taste, smell, movement

InterpersonalInterpersonalsection 5 on surveysection 5 on survey

Likes: being with othersLikes: being with others Needs: people, tends to be Needs: people, tends to be

relationship focused and other relationship focused and other orientedoriented

Learns best by: cooperative learning, Learns best by: cooperative learning, collective experiences, group collective experiences, group brainstormingbrainstorming

IntrapersonalIntrapersonalsection 8 on surveysection 8 on survey

Likes: to be alone, tends to be very Likes: to be alone, tends to be very independent-mindedindependent-minded

Needs: SpaceNeeds: Space Learns best by: self-paced Learns best by: self-paced

information, personal projectsinformation, personal projects

NaturalistNaturalistsection 1 on surveysection 1 on survey

Likes: being outdoors, recognizing Likes: being outdoors, recognizing and classifyingand classifying

Needs: to be connected to the Needs: to be connected to the natural worldnatural world

Learns best by: connecting learning Learns best by: connecting learning material to the natural worldmaterial to the natural world

ExistentiaExistentiallsection 4 on surveysection 4 on survey

Likes: being introspective, expressing Likes: being introspective, expressing their own opinions, evaluating their their own opinions, evaluating their own workown work

Needs: to be able to see the “big Needs: to be able to see the “big picture”picture”

Learns best by: having a choice over Learns best by: having a choice over their activities, working independently their activities, working independently and having the chance to express and having the chance to express their own ideastheir own ideas

Putting it into practicePutting it into practice

Try to offer a smorgasbord of Try to offer a smorgasbord of activities.activities.– You can’t meet the needs of every You can’t meet the needs of every

intelligence with every activity…try for a intelligence with every activity…try for a good balance.good balance.

Know who your students are.Know who your students are.

Give them this survey or develop your Give them this survey or develop your own, so you can better understand the own, so you can better understand the people you’re working with.people you’re working with.