Multiple Intelligences Howard Gardner, Ph. D
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Multiple Intelligences Howard Gardner, Ph.D. Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." From: http://www.tecweb.org/styles/gardner.html “The Distance Learning Technology Resource Guide,” by Carla Lane, Ed.D. Multiple Intelligences—Howard Gardner, Ph.D. The multiple intelligence learning styles are as follows: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning,calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. From: http://www.tecweb.org/styles/gardner.html “The Distance Learning Technology Resource Guide,” by Carla Lane, Ed.D. Learning Activities Connected to Gardner’s Multiple Intelligences Verbal-Linguistic Intelligence (Word Smart) Description: Verbal-linguistic students love words and use them as a primary way of thinking and solving problems. They are good writers, speakers, or both. They use words to persuade, argue, entertain, and/or teach. Learning Activities and Project Ideas:
Logical-Mathematical Intelligence (Math Smart) Description: Logical-mathematical students enjoy working with numbers. They can easily interpret data and analyze abstract patterns. They have a well-developed ability to reason and are good at chess and computer programming. They think in terms of cause and effect. Learning Activities and Project Ideas:
Spatial Intelligence (Picture Smart) Description: Students strong in spatial intelligence think and process information in pictures and images. They have excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,000-piece jigsaw puzzles. Learning Activities and Project Ideas:
Musical Intelligence (Music Smart) Description: Musical students think, feel, and process information primarily through sound. They have a superior ability to perceive, compose, and/or perform music. Musically smart people constantly hear musical notes in their head. Learning Activities and Project Ideas:
Bodily-Kinesthetic (Body Smart) Description: Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and athleticism. Learning Activities and Project Ideas:
Interpersonal (People Smart) Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get along with others effectively. They are good leaders. They use their insights about others to negotiate, persuade, and obtain information. They like to interact with others and usually have lots of friends. Learning Activities and Project Ideas:
Intrapersonal Intelligence (Self Smart) Description: People with a strong intrapersonal intelligence have a deep awareness of their feelings, ideas, and goals. Students with this intelligence usually need time alone to process and create. Learning Activities and Project Ideas:
Naturalistic Intelligence (Nature Smart) Description: This intelligence refers to a person's natural interest in the environment. These people enjoy being in nature and want to protect it from pollution. Students with strong naturalistic intelligence easily recognize and categorize plants, animals, and rocks. Learning Activities and Project Ideas:
http://www.scholastic.com/teachers/article/clip-save-checklist-learning-activities-connect-multiple-intelligences Curiosity is the Mother of Intelligence Why is curiosity so important?
Curious people always ask questions and search for answers in their minds. Their minds are always active. Since the mind is like a muscle which becomes stronger through continual exercise, the mental exercise caused by curiosity makes your mind stronger and stronger.
When you are curious about something, your mind expects and anticipates new ideas related to it. Without curiosity, the ideas may pass right in front of you and yet you miss them because your mind is not prepared to recognize them.
By being curious you will be able to see new worlds and possibilities which are normally not visible. They are hidden behind the surface of normal life, and it takes a curious mind to look beneath the surface and discover these new worlds and possibilities.
The life of curious people is far from boring. It’s neither dull nor routine. There are always new things that attract their attention. There are always new ‘toys’ to play with. Instead of being bored, curious people have an adventurous life. From: http://woip.blogspot.com/2007/11/curiosity-is-mother-of-intelligence.html Curiosity is the Mother of Intelligence Tips to Develop Curiosity
From: http://woip.blogspot.com/2007/11/curiosity-is-mother-of-intelligence.html Experiencing the World without Vision Imagine a child who is blind visiting the beach for the first time. He hears the lapping of waves on the shore, but may not identify it as water unless he is within touching distance. He feels the dry and wet sand, but has no way of perceiving the whole beach as it stretches along the shore. The sounds of others playing in the sun come to him, but he may not understand that Frisbees are flying or a volleyball is being hit, since he has never seen them. Perhaps his interest in listening to and imitating the family on the next blanket speaking in a language he does not understand goes unnoticed or is discouraged. He may be startled when someone slathers him with sunscreen, especially if it is cold and is applied suddenly, without warning or explanation. Someone may remove his shoes and set them aside without him being aware of where they are. The shoes will be lost to him until someone produces them at the end of the day. The boy may not initiate digging in the sand, not having seen others engaging in castle building. He may dislike the sensation of sand on his skin, particularly inside his sandals and swim trunks. If he is settled on a beach blanket and handed a sandwich and a cold juice box, it may feel like a magical event; cold food and drink appearing out of the warm air. The cawing of seagulls, the barking of a dog, and the buzzing of insects have no visual cues connected with them, making them mysterious, perhaps meaningless, or maybe anxiety-provoking. He may feel the vastness of the ocean, the expanse of the blue sky, and the openness of the beach through the wind, the sounds drifting in and out of hearing distance, and the warmth of the sun. Without visual images, however, his sense of what it is to be on a beach is very different from that of his sighted peers. Imagine instead that a girl who is blind goes to the beach for the first time with someone who takes pleasure in introducing her to the joys of summer. She will have an entirely different experience. Her companion, who may be sighted or blind, has described where they are going so that she has some preparation for what awaits her as she first sets foot on the beach. She anticipates eating a picnic lunch on the beach, and she has helped to buy the food and pack it in the ice chest. The two beachgoers have loaded it into the car and carried it from the car to the beach. Together, they have paused to pick up some sand and feel it sift through their fingers before they venture to the shore. Her friend has pointed out how the sand becomes damper the closer they get to the water. She may have picked up some more sand on her own to examine the change in texture. She has helped spread the blanket on the sand, noticing how the wind makes it difficult to spread it flat. When she has listened to an explanation of why it is important to protect her skin from the sun, she is prepared to rub the parts she can reach with sunscreen and to ask for help with the parts she cannot reach. Her attention to the sounds, smells and tactile sensations at the beach is appreciated and forms an important part of the friends’ conversation. With assistance, she has stashed her shoes in a bag on a particular corner of the blanket; her friend hopes she will remember where to retrieve them when it is time to put them on and go home. The day has been rich in information and less scary than it might have been. Her friend has answered questions and shown her, in small, understandable, and pleasant steps, what is enjoyable and interesting at the beach. She may not comprehend how huge the ocean looks or how beautiful the sky is that day, but she has had a better chance of relaxing in the sun, enjoying a swim, and feeling like one of the magicians who produced the lovely picnic at the beach. Reprinted from Frances K. Liefert, "Experiencing the World Without Vision," from "Introduction to Visual Impairment" in S. A. Goodman and S. H. Wittenstein, Editors, Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired, Including Those with Additional Disabilities. pp. 1-3. Copyright ©2003. New York: AFB Press, American Foundation for the Blind. All rights reserved. Suggestions for contents of treasure chest/sensory box Excerpt from The Comprehending Hand by Lilli Nielsen
This document contains a variety of forms and information about objects to use with students when using the Active Learning approach developed by Dr. Lilli Nielsen. These are not approved by Dr. Nielsen and only offered as tools that teachers might fine helpful in documenting their observations of a student while attempting to use the Active Learning approach defined by Dr. Nielsen. From TSBVI Outreach Programs
Wellingtons – golashes, other kinds of foot wear in a large size Websites for Activities to Stimulate the Senses: (Check out lots of creative ideas on Pinterest and YouTube) http://www.notimeforflashcards.com/other-activities/sensory-activities http://therapystreetforkids.com/Sensory2.html http://www.tsbvi.edu/instructional-resources/1913-creating-educational-toys-and-activities-for-children-who-are-blind-or-visually-impaired http://www.recreationtherapy.com/tx/txsensor.htm http://wendyjanelle.blogspot.com/2010/05/sensory-steps.html Yüklə 72,63 Kb. Dostları ilə paylaş:
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