Multiple Intelligences Ali Kazatsky, Jill McCloskey, Ashley Pavitt, Katie Noonan & Andrea Dodd

Multiple Intelligences Theory developed by Howard Gardner (1983) Suggests that learners can demonstrate intellectual ability through 8 different forms of intelligence Challenges assumptions on what is“smart” by examining different intellectual strengths that may not be as mainstream or traditional as linguistic and logical-mathematical intelligence (which had previously been the focus of teachers and society)

Multiple Intelligences Challenges teachers to “differentiate” their lessons to meet the needs of diverse learners Provides 8 different “pathways to learning” if a student is having difficulty with traditional approach

The Different Types of Intelligence: Visual/Spatial Intelligence Verbal/Linguistic Intelligence Logical/Mathematical Intelligence Bodily/Kinesthetic Intelligence Musical/Rhythmic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence **

Visual/Spatial Ability to perceive the visual Tend to think in pictures and need to create vivid mental images to retain information Enjoy looking at maps, charts, pictures, videos, and movies Skills include: puzzle building, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images

Verbal Linguistic Ability to use words and language Exhibit highly developed auditory skills and are generally elegant speakers Think in words rather than pictures. Skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage

Logical/Mathematical Ability to use reason, logic and numbers Think conceptually in logical and numerical patterns Curious about the world around them, questioning and experimental Skills include: problem solving, classifying and categorizing information, working with abstract concepts, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes

Bodily/Kinesthetic Ability to control body movements and handle objects skillfully Express themselves through movement Have a good sense of balance and eye-hand co-ordination Able to remember and process information through interacting with the space around them Skills include: dancing, physical coordination, sports, hands-on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body

Musical/Rhythmic Ability to produce and appreciate music Think in sounds, rhythms and patterns Respond to music either appreciating or criticizing what they hear Can be extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music

Interpersonal Ability to relate to and understand others Try to see things from other people's point of view in order to understand how they think and feel Often can sense feelings, intentions and motivations Are great organizers, motivators and mediators Skills include: seeing things from other perspectives, listening, using empathy, understanding other people's moods and feelings, counseling, cooperating with groups, communicating both verbally and non-verbally, establishing positive relations with other people

Intrapersonal Ability to self-reflect and be aware of one's inner state of being Try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

Naturalist The newest “intelligence” Ability to relate to and understand nature Learn through examining and experiencing the natural world around them Skills include: Nature and environmental awareness, understanding the cyclical nature and order of their surroundings, empathy and love of animals and the outdoors

Multiple Intelligences & Technology Visual/Spatial Intelligence Verbal/Linguistic Intelligence Logical/Mathematical Intelligence Bodily/Kinesthetic Intelligence Musical/Rhythmic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalist Intelligence

References http://www.ldpride.net/learningstyles.MI.htm http://www.thomasarmstrong.com/multiple_intelligences.php http://web.mac.com/tammy.w/MultipleIntelligences/Home.html

ACTIVITY

Visit this site: (http://literacyworks Visit this site: (http://literacyworks.org/mi/assessment/findyourstrengths.html) and determine your predominant form of intelligence Break into groups based upon dominant intelligence ex. all the Logical/Mathematical thinkers meet up Create a “choice” assignment based on given topic that a student with your dominant intelligence would enjoy