Scribd
Upload
39 views

Howard Gardner Multiple Intelligences

Here are two sample activities using different multiple intelligences to meet the learning standard 5.1.3 "Describe the basic principles of democracy": 1. Linguistic intelligence activity: Students will work in small groups to write and perform a 3-5 minute skit depicting the basic principles of democracy (e.g. voting, freedom of speech, rule of law). The skits will be assessed based on how accurately they portray the key principles. 2. Bodily-kinesthetic intelligence activity: Students will work together to create a physical model of democracy (e.g. using blocks, ropes, figures to represent citizens, government). As they build, they will explain how their model illustrates principles like representation, checks and

Uploaded by

Yu Erin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
39 views

Howard Gardner Multiple Intelligences

Here are two sample activities using different multiple intelligences to meet the learning standard 5.1.3 "Describe the basic principles of democracy": 1. Linguistic intelligence activity: Students will work in small groups to write and perform a 3-5 minute skit depicting the basic principles of democracy (e.g. voting, freedom of speech, rule of law). The skits will be assessed based on how accurately they portray the key principles. 2. Bodily-kinesthetic intelligence activity: Students will work together to create a physical model of democracy (e.g. using blocks, ropes, figures to represent citizens, government). As they build, they will explain how their model illustrates principles like representation, checks and

Uploaded by

Yu Erin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 25

Howard Gardner

Multiple Intelligences
⬥ What does it mean to be intelligent in our
society?
⬥ What abilities do schools value and
promote?
⬥ How do we measure a person’s
intelligence?
Traditional View
⬥ Intelligence is a single, general capacity that
everyone possesses to some extent. It’s what you
are born with and there’s little you can do to
change it.
⬥ Schools value having a good vocabulary, the
abilities of analyzing reading material and
solving complex math problems, strong
memories that retain much information, and the
ability to find solutions to problems quickly.
⬥ Tests can measure intelligence, such as the IQ
Test and the Scholastic Aptitude Test (SAT).
Howard Gardner
Intelligence is much more than IQ because a
high IQ in the absence of productivity does
not equate to intelligence.
In his definition, "Intelligence is a
biopsychological potential to process
information that can be activated in a cultural
setting to solve problems or create products
that are of value in a culture" (p.34)
Dr. Gardner says that our schools and
culture focus most of their attention on
linguistic and logical-mathematical
intelligence. We esteem the highly
articulate or logical people of our culture.

However, Dr. Gardner says that we


should also place equal attention on
individuals who show gifts in the other
intelligences: the artists, architects,
musicians, naturalists, designers, dancers,
therapists, entrepreneurs, and others who
enrich the world in which we live.
Unfortunately, many children who have
these gifts don’t receive much
reinforcement for them in school.

Many of these kids, in fact, end up being


labeled "learning disabled," "ADD
(attention deficit disorder," or simply
underachievers, when their unique ways
of thinking and learning aren’t addressed
by a heavily linguistic or logical-
mathematical classroom.
Key points in MI theory
⬥ Each person possesses all nine
intelligences
⬥ Most people can develop each intelligence
to an adequate level of competency
⬥ Intelligences usually work together in
complex ways
⬥ There are many ways to be intelligent
within each category
The Intelligences
⬥ Linguistic Intelligence
⬥ Logical-Mathematical Intelligence
⬥ Spatial Intellligence
⬥ Bodily-Kinesthetic Intelligence
⬥ Musical Intelligence
⬥ Interpersonal Intelligence
⬥ Intrapersonal Intelligence
⬥ Naturalistic Intelligence
⬥ Emotional Intelligence
⬥ Logical-mathematical intelligence is
the ability to detect patterns, think
logically, reason deductively and carry
out mathematical operations.

⬥ Linguistic intelligence involves the


mastery of spoken and written
language to express oneself or
remember things.
⬥ Spatial intelligence involves the
potential for recognizing and
manipulating the patterns of both wide
spaces such as those negotiated by
pilots or navigators, and confined
spaces such as those encountered by
sculptors, architects or championship
chess players.
⬥ Musical intelligence consists of the
capacity to recognize and compose
musical pitches, tones, rhythms, and
patterns and to use them for
performance or composition.
⬥ Bodily-Kinesthetic intelligence involves
the use of parts of the body or the whole
body to solve problems or create products.
Athletes, dancers, surgeons and
craftspeople are likely to have highly
developed capacity in this area.
⬥ Interpersonal intelligence indicates a
person's ability to recognize the
intentions, feelings and motivations of
others. People who possess and develop
this quality are likely to work well with
others and may choose fields like sales,
teaching, counseling or politics in order
to use them.
⬥ Intrapersonal intelligence is described
as the ability to understand oneself and
use that information to regulate one's
own life.
⬥ A naturalist as a person "who
demonstrates expertise in recognition
and classification of the numerous
species - the flora and fauna - of her or
his environment."
Why Intelligences?
⬥ To provoke people to think of other kinds
of talents and aptitudes as intelligences

⬥ To recognize that intelligence can be


understood in a broader sense within the
cultural context of a person
Activators and Deactivators of MI

⬥ Crystallizing experiences and paralyzing


experiences
⬥ Access to resources or mentors
⬥ Historical-cultural factors
⬥ Geographic factors
⬥ Familial factors
⬥ Situational factors
The theory of multiple intelligences
proposes a major transformation in the
way our schools are run. It suggests that
teachers be trained to present their
lessons in a wide variety of ways using
music, cooperative learning, art
activities, role play, multimedia, field
trips, inner reflection, and much more
The MI teacher

The teacher continually shifts her method


of presentation from linguistic to spatial to
musical and so on, often combining
intelligences in creative ways.
How to create MI lessons?
⬥ Focus on specific objective or topic
⬥ Ask key MI questions
⬥ Consider the possibilities
⬥ Brainstorm
⬥ Select appropriate activities
⬥ Set up a sequential 顺序的 plan
⬥ Implement 实行 the plan
MI Planning Questions
Logical-Mathematical Spatial
How can I bring in numbers,
How can I use visual aids,
calculations, or critical thinking skills?
visualization, colour, art,
or metaphor?

Linguistic Musical
How can I use the spoken How can I bring music or
or written word? environmental
sounds, or set key points in a
Objectiv rhythmic or melodic framework?
e
Intrapersonal
How can I evoke personal Bodily Kinesthetic
feelings or memories, or give How can I involve the whole body
students choices ? or use hands-on experiences?

Interpersonal
How can I engage students
in peer sharing, cooperative
learning, or large group situation?
MI Planning Sheet
Logical-
Mathematical Spatial
Visualization
Calculations and quantifications
Color cues
Clasifications and categorization
Picture methaphors
Socratic questioning
Idea sketching
Heuristics
Science thinking
Graphic symbols Musical
Rhythms, songs,
Linguisti raps, chants
c Discographies
Storytelling Supermemory music
Brainstorming Objectiv Musical concepts
Tape recording e
Journal writing
Publishing Bodily
Intrapersonal Kinesthetic
One-minute reflection periods
Body answers
Personal connections Interpersonal Classroom theater
Choice time Peer sharing Kinesthetic concepts
Feeling-toned moments People sculptures Hands-on thinking
Goal-setting sessions Cooperative groups Body maps
Board games
Simulations
Assessment
⬥ In his view, the purpose of assessment should be
to obtain information about the skills and
potentials of individuals, and provide useful
feedback to the individuals and the community at
large. Furthermore, Gardner (1993) draws a
distinction between testing and assessment.
Assessment elicits information about an
individual's abilities in the context of actual
performance rather than by proxy using formal
instruments in a de-contextualized setting.
⬥ Gardner argues for making assessment
a natural part of the learning
environment. Assessment is then built
into the learning situation much like
the constant assessment of schools.
⬥ Consequently, we need to reduce the
bias 偏差 toward measuring
intelligence through
logical/mathematical and linguistic
abilities and move toward looking
more directly at a specific intelligence
in operation (e.g., assessing for spatial
intelligence by having an individual
navigate his or her way around
unfamiliar territory). Gardner
acknowledges that this approach to
assessment may be difficult to
implement.
⬥ Assessment of intelligence should
encompass multiple measures and
resulting interventions must be
sensitive to individual differences
and developmental levels. Finally,
Gardner is in favor of assessment
for the primary purpose of helping
students rather than classifying or
ranking them.
Activity 4 Gardner (MI)

Design two activities using different MI to meet the


learning standard 5.1.3. Describe suitable assessment
methods to assess the learning standard.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy