1. Multiple Intelligences By: Gregory Renner

2. Overview Essential Question M.I. Theory  Key points Multiple Intelligences  Descriptions of the eight intelligences  Example of a strategy for each intelligence Criteria for the Intelligences Factors of M.I. Development Introvert/Extrovert Varieties of Assessment M.I. and the Teacher Existential

3. Essential Question What are the eight different intelligences and how do they influence learning in the classroom?

4. M.I. Theory Alfred Binet and his colleagues developed IQ Tests 80 years later Howard Gardener challenged this belief by saying that our culture defined intelligence too narrowly Gardner suggest that intelligence has more to do with the capacity for:  Solving problems  Fashioning products in a context rich and naturalistic setting.

5. M.I. Theory Cont. What do you think of Gardner's analysis and simplification of intelligence?

6. Key Points in the M.I. Theory Each person possesses all of the eight different intelligences Most people can develop each intelligence to an adequate level of competency Intelligences usually work together in complex ways There is not just one way to be intelligent.

7. The Eight Intelligences Linguistic Logical-Mathematical Spatial Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalist

8. Linguistic The capacity to use words effectively, whether orally or in writing. This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meaning of language, and the pragmatic dimensions or practical uses of language Teaching strategies:  Storytelling  Brainstorming  Tape Recording  Journal Writing  Publishing

9. Logical-Mathematical The capacity to use numbers effectively and to reason well. This intelligence includes sensitivity to logical patterns and relationships, statements and propositions, functions, and other related abstractions. Teaching strategies:  Calculations and Quantification  Classifications and Categorizations  Socratic Questioning  Heuristics  Science Thinking

10. Spatial The ability to perceive the visual-spatial world accurately and to perform transformations upon these perceptions. This intelligence involves sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. Teaching strategies:  Visualization  Color Cues  Picture Metaphors  Idea Sketching  Graphic Symbols

11. Bodily-Kinesthetic Expertise in using one's whole body to express ideas and feeling and facility in using one's hands to produce or transform things. This intelligence includes specific skills such as coordination, balance, dexterity, strength, flexibility, and speed. Teaching Strategies:  Body Answers  Classroom Theater  Kinesthetic Concepts  Hands-On Thinking  Body Maps

12. Musical The capacity to perceive, discriminate, transform, and express musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. Teaching Strategies:  Rhythms, Songs, Raps, and Chants  Discographies  Supermemory Music  Musical Concepts  Mood Music

13. Interpersonal The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This can include sensitivity to facial expressions, voice, gestures; the capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way. Teaching Strategies:  Peer Sharing  People Sculptures  Cooperative Groups  Board Games  Simulations

14. Intrapersonal Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself; awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self- discipline, self-understanding, and self-esteem. Teaching Strategies:  One-Minute Reflection Periods  Personal Connections  Choice Time  Felling-Toned Moments  Goal-Setting Sessions

15. Naturalist Expertise in the recognition and classification of the numerous species of an individual's environment. This also includes sensitivity to other natural phenomena and the capacity to discriminate among inanimate objects such as cars, sneakers, and CD covers. Teaching Strategies:  Nature Walks  Windows onto Learning  Plants as Props  Pet-in-the-Classroom  Eco-study

16. Criteria for the Intelligences There are eight factors (or criteria) that each intelligence must pass to be part of Gardner's system.  1. Potential isolation by brain damage  2. The existence of savants, prodigies, and other exceptional individuals  3. A distinctive developmental history and a definable set of expert “end-state” performances  4. An evolutionary history and evolutionary Plausibility  5. Support from psychometric findings  6. Support from experimental psychological tasks  7. An identifiable core operation or set of operations  8. Susceptibility to encoding in a symbol system.

17. Factors for M.I. Development Biological Endowment – genetic, injuries Personal history- atmosphere of awakening intelligences or repressing them Cultural and historical background- the time and place you were born

18. Introvert/Extrovert An introvert person is a person who typically enjoys being in small groups or alone. They typically appear reserved or thoughtful and they tend to have an aptitude for intrapersonal intelligence An extrovert person is a person who is typically an outgoing person who enjoys being around others and interacting with large groups. They tend to have an aptitude towards interpersonal intelligence.

19. Varieties of Assessment Anecdotal records- Keep a journal with a section for each child, and record important academic and nonacademic accomplishments, interactions with peers and learning materials, and other relevant information about each child. Work samples- Have a file for each child that contains samples of the student's work in language arts, math, art, or other areas for which you are responsible. The samples can be photocopies in the child wishes to keep their original. Audio files- Record reading samples and a student's jokes, stories, riddles, memories, opinions, and other samples or oral language; also use audio files to document a child's musical ability. Video- Use video to record a child's abilities in areas that are hard to document in any other way and to record students presenting projects they've completed.

20. Varieties of Assessment Cont. Photography- Have a digital camera on hand to snap pictures of things kids have made that might not be preserved. Student Journals- Students can keep an ongoing journal of their experiences in school, including writing entries, diagrams, doodles, and drawings Student-kept charts- Students can keep their own records of academic progress on charts and graphs. Sociograms- Keep a visual record of student interactions in class, using symbols to indicate affiliations, negative interactions, and neutral contacts between class members. Informal assessments- Create non-standardized tests to elicit information about a child's ability in a specific area. Focus on building a qualitative picture of the student's understanding of the material rather than devising a method to expose the student's ignorance in a subject.

21. Varieties of Assessment Cont. Informal use of Standardized testing- Give standardized tests to individual students, but don't follow the strict administration guidelines. Relax time limits, read instructions to the student, ask the student to clarify responses, and provide opportunities to demonstrate answers in pictures, three-dimensional constructions, music, or other ways. Find out what the student really knows; probe errors to find out how the student is thinking Use the test as a stimulus to engage the student in a dialogue about the material. Student Interviews- Periodically meet with students to discuss their school progress, their broader interests and goals, and other relevant issues. Keep a record of each meeting in a student's life. Criterion-referenced assessments: Use measures that evaluate students no on the basis of a norm but with respect to a given set of skills. Checklists- Develop an informal criterion-referenced assessment system by simply keeping a checklist of important skills or content areas used in you classroom and then checking off competencies when students have achieved them.

22. Varieties of Assessment Cont. Classroom maps- Draw up a classroom map and make copies of it. Each day indicate patterns of movement, activity, and interaction in different parts of the room, writing on the map the names of the students involved. Calender records- Have students keep records of their activities during the day by recording them on a monthly calendar You can collect the calenders at the end of every month.

23. M.I. and the Teacher Find your own intelligence so you can use what strategies work for you. Teaching is not a solo act so make good use of resources such as online sources for intelligences you are weak in or even ask other teachers to help you. Be sure to consider all eight intelligences in your lessons and try to hit all eight of them.

24. Existential, the ninth intelligence? This is believed to be a potential ninth intelligence. Gardner defines existential intelligence as “a concern with ultimate life issues.” He describes the core ability of this intelligence as “the capacity to locate oneself with respect to the furthest reaches of the cosmos and the related capacity to such existential features of the human condition such as the significance of life, the meaning of death, the ultimate fate of the physical and the psychological words, and such profound experiences as love of another person or total immersion in a work of art.” Gardner explicitly states that he is not proposing here a spiritual, religious, or moral intelligence based upon and specific “truths” that have been advanced by different individuals, groups, or institutions.

25. Existential, the ninth intelligence? Cont. Do you think this is a valid intelligence or no, why?