1. Connecting the Models

2. Intelligence and Style  Multiple Intelligences  Theory centered around the content of learning  The relationship between learning and nine distinct fields of knowledge or disciplines  Don’t pay attention to how people perceive and process information  Learning Styles  Model revolves specifically around the individualized process of learning  Doesn’t directly address the content of that learning

3. Intelligence and Style  Naturally, readily integrated  Without learning styles, Multiple Intelligences Theory cannot account for different process of thought and feelings  The Content and Process of Learning  Multiple Intelligences: Content of Learning  Learning Styles: Process of Learning

4. Keenly Developed Musical Intelligences to Make a Living Composer conductor singer Performer These Individuals with same intelligence do not use same thinking processes

5. Bodily-Kinesthetic Mechanic Coach Dancer Sculptor Intelligence Used very differently

6. What is a Teacher to Do?  Gardner would say…  Look at personal histories and social contexts  Key factors in explaining differences  Learning Styles Model  Provides tool for teachers to understand and teach differences

7. Connect Models  1. Use intelligences as starting point  Each intelligence is divided four ways according to each learning style  2. Match real world vocations and applications to each intelligence-style profile  Research base supports the relationship between psychological types and professions  (Martin, 1997—Looking at Types and Careers)  Results of this research indicates overlap for understanding career choices and intelligence types

8. Four-way Division of Intelligences According to Learning Styles Mastery The ability to use language to describe events and sequence activities Interpersonal The ability to use language to build trust and rapport Understanding The ability to develop logical arguments and use rhetoric Self-Expressive The ability to use metaphoric and expressive language Intuition Sensing Thinking Feeling NT STSF NF Verbal Linguistic

9. Mastery The ability to use language to describe events and sequence activities Journalist, Administrator, Technical Writer, Contractor Interpersonal The ability to use language to build trust and rapport Salesperson, Counselor, Clergyperson, Therapist Understanding The ability to develop logical arguments and use rhetoric Lawyer, Professor, Orator, Philosopher Self-Expressive The ability to use metaphoric and expressive language Playwright, Poet, Advertising, Copywriter, Novelist Verbal Linguistic

10. Research results provide the descriptions of assessment products an individual with a particular style- intelligence capability might create This provides a base for authentic assessment integrated within the teaching of diverse learners

11. Resulting Products Mastery Write an article Put together a magazine Develop a plan Develop a newscast Describe a complex procedure/object Interpersonal Write a letter Make a pitch Conduct an interview Counsel a friend Understanding Make a case Make/defend a decision Advance a theory Interpret a text Explain an artifact Self-Expressive Write a play Develop a plan to direct Spin a tale Develop an advertising campaign  Results can be used as performance assessments by teachers from across the United States  This has enable the creation of menus that provide teachers with a basis for an integrated assessment system that is easy to use

12. Principles of Diversity  Encouraging Diversity  Simultaneously making sure that all students can meet state and national standards  A goal for every classroom  Many teachers are conflicted about diversity and standards-based learning  These demands are not at odds with each other  Models of learning styles and multiple intelligences encourages a full range of diversity  When joined and put into practice these two models can maximize achievement

13. Key Principles  For students to get the most out of the learning process, four principles of diversity should receive attention from teachers:  Comfort  Challenge  Depth  Motivation

14. Comfort  When students feel helpless in the face of a learning experience, or even subtly threatened by an assignment, a defense trigger is pulled in the brain  The learner reacts and goes into a state of stress  In some cases, the threat may be perceived as indirectly aimed at one’s self-esteem, confidence and peer acceptance  Create comfort by:  Employ learning strategies in each of the four style neighborhoods and in wide range of intelligences

15. Effective Teaching  Part of effective teaching is matching strategies and assessment activities to students learning profiles  Thereby making students feel more comfortable in class

16. Challenge  We grow by reaching beyond current abilities  Optimal learning occurs during a mental state “flow” when the mind becomes lost in the performance and naturally seeks to apply itself to a non-threatening but mentally demanding task  Finding right balance  Between comfort and challenge is when optimal learning can occur  Students will accept challenge if they feel that teachers respect and value their dominant styles and intelligences

17. Good Teaching  Over a period of time teacher uses activities  In all four styles  All nine intelligences  This will naturally create comfort and simultaneously provide opportunities for students to be challenged and stretched  Exposing students to:  Strategies and activities not in their dominant styles and intelligences  Makes them stronger, more balanced, more flexible learners  Increases tolerance of others who do things differently

18. Depth  For most learners, school consists of larger complex topics that have been chunked down, watered down, and thinned out  It is often boring when a topic or unit is reduced to the lowest common denominator, the smallest information chunk teachable  Its in a chunk, chunk, chunk and then end format  The brain learns poorly this way

19. What is Desired  Approach that allows for more time, more depth with fewer, more complex topics  Depth of learning comes as students process and think more intently about the content from various perspectives and in many lights  Implementing activities and strategies in all styles and intelligences naturally encourages students to commit topics in a deeper, more meaningful way and enables them to handle complex topics with greater ease

20. Motivation  Students who are forced to learn in the same way day after day become bored and lose their motivation for learning  Self motivation on the part of students can be expected only if students have opportunities to focus on topics and activities that interest them

21. Benchmarks  With these principles as benchmarks:  Teachers can create a classroom environment where students are engaged,  Students  Remain interested  Participate actively  Build self-confidence  Develop the self- motivation to become good learners