A workshop by Finn Rasmussen Vocational Education Centre of Zealand Denmark.

 Howard Gardner’s Theory of Multiple Intelligence  Characteristics of the intelligence types  How can awareness of MI be used to improve learning?  Making MI profiles  Examples of MI learning sequences  Planning lessons with the MI approach  Assessment of MI performance

 EU-programme and an  Italian artist – who claimed that people should be able to:  Look as an artist  Listen like a musician  Eat like a chef  Touch like a lover  Move like a dancer  Talk like a poet  i.e. use all our senses and abilities!  Is not this what good teaching should create???

 I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do...  (Howard Gardner 1999: Intelligence reframed)

 Intelligence is: 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting'  People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'

 Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.  WORD SMART  Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.  NUMBER SMART

 Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns.  MUSIC SMART  Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.  BODY SMART

 Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.  PICTURE SMART  Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment.  NATURE SMART

 Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people.  PEOPLE SMART  Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.  SELF SMART

 Teacher’s background and preferred intelligence  A more and more academic perception of teaching and learning  Students with learning disabilities or  Teachers with teaching disabilities?

 Learning is facilitated if students and teachers are aware of preferred learning profiles  Diferent approaches can lead to same results  Attract interest by starting where the student feels strong and has best opportunity for success  Flexible and individualised learning!

 'it merely helps one to understand the conditions within which education takes place‘ ▪ Howard Gardner ... the theory validates educators' everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms. ▪ Mindy Kornhaber

 8 ways of being smart – quick descriptions  1 colour attached to each intelligence  Self assessment. More than / same as. Use smileys.  Making colour profile for classroom wall.  Serve as a reminder of the classroom mix  Other profiling instruments. ▪ Quetionnaires ▪ Dialogue tools

 2 approaches ▪ All students must have tasks in all intelligence areas ▪ Each student will be adressed according to own intelligence profile  Ideas and good planning is vital  Define topic, target group, and learning objectives ▪ Same goals for all students, but different ways to get there  Brainstorming 1 intelligence at a time.

 Healthy and nutritious food. – 3rd. Form – understand connections between what we eat and the way we look and feel.  Create learning elements in resource sheet.  1 intelligence at a time  Do not think about connections  Small elements  A ressource tool where ideas can be added continously

 Pick and choose  preferred ideas and elements  Elements which suit profiles of your students  Create learning sequences or projects  Think of how you will assess multiple intelligence performance.

 Topic ”The American Dream” Subject English and literature.  A short story in class – read, analyse, discuss, but create your own ending.  Choose exercises:  Analyse the structure (naturalistic)  Explain why ( linguistic)  What does NN think after…. (interpersonal)  Compare the feeling of love… (intrapersonal)  Prepare a performance.. ( kinestaethic)  Draw a picture.. (spatial)  Find music underlining the theme.. (musical)

 Difficult, but important to assess performance in all intelligence types  Positive and appreciative assessment  Self-, peer- or teacherassessment  Make it shown in the classroom  Encourage pupils to improve other intelligence types.  Relate consciously to formal assessment methods

 This is nothing new; it is what good teachers have always done. MI theory offers an explanation and a theory on which to ground such practice.  Irish teacher trainer.  ”it is so easy, once you start thinking in this way”  Critical Swedish teacher.

   ce/teaching-methods/38512.html ce/teaching-methods/38512.html  tp/client_ftp/ks3/ict/multiple_int/index.htm tp/client_ftp/ks3/ict/multiple_int/index.htm  tyles/ss/multiple.htm tyles/ss/multiple.htm