2. HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES http://piscoaber.wordpress.com

3. HOWARD GARDNER LESSON PLAN Class Learning Objectives –Understand Gardner’s 7 unique intelligences –Understand additional 2 intelligences being considered –Recognition of Gardner’s impact on education and curriculum development –How to apply these concepts to your classroom

4. HOWARD GARDNER Pre-Gardner theory on human intelligence –Single intelligence factor among correlated abilities –Measured by IQ test

5. HOWARD GARDNER Basis for Gardner’s theory of multiple intelligence in humans – an account of human cognition in its fullness. The intelligences provided a new definition of human nature. Human beings are organisms who possess a basic set of intelligences. –People have a unique blend of intelligences.

6. HOWARD GARDNER Seven Multiple Intelligences –Linguistic –Logic-mathematical –Musical –Spatial –Bodily/kinesthetic –interpersonal

7. Multiple Intelligences Linguistic –involves sensitivity to spoken and written language – the ability to learn languages. – ability to effectively use language to express oneself rhetorically or poetically – language as a means to remember information. –Includes writers, speakers and lawyers.

8. Multiple Intelligences Logic-mathematical –consists of the capacity to analyze problems logically – carry out mathematical operations, and investigate issues scientifically. – entails the ability to detect patterns, reason deductively and think logically. – scientific and mathematical thinking.

9. Multiple Intelligences Musical –involves skill in the performance, composition, and appreciation of musical patterns. – encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. – runs in an almost structural parallel to linguistic intelligence

10. Multiple Intelligences Spatial –involves the potential to recognize and use the patterns of wide space and more confined areas.

11. Multiple Intelligences Bodily/kinesthetic –entails the potential of using one's whole body or parts of the body to solve problems. – ability to use mental abilities to coordinate bodily movements. – sees mental and physical activity as related.

12. Multiple Intelligences Interpersonal – concerns the capacity to understand the intentions, motivations and desires of other people. –allows people to work effectively with others. –Includes educators, salespeople, religious and political leaders and counselors.

13. Multiple Intelligences Intrapersonal –entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. –involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

14. Multiple Intelligences Two intelligences being considered –Naturalist –Moral

15. Multiple Intelligences-new Naturalistic –enables human beings to recognize, categorize and draw upon certain features of the environment. –combines a description of the core ability with a characterization of the role that many cultures value

16. Multiple Intelligences-new Moral – is a concern with those rules, behaviors and attitudes that govern the sanctity of life - in particular, the sanctity of human life.

17. Impact on Education and Curriculum Curriculum and classroom design –Culture: support for diverse learners and hard work. maintains that diverse students can learn and succeed, learning is exciting –Readiness: awareness-building for implementing MI. Builds staff awareness of MI and of the different ways that students learn.

18. Impact on Education and Curriculum Curriculum and classroom design –Collaboration: Sharing ideas and constructive suggestions. –Choice: meaningful curriculum and assessment options. Valued both by students and the wider culture. –Arts. develop skills and understanding within and across disciplines

19. Impact on Education and Curriculum Questions IQ test as single intelligence evaluation

20. Applications to your classroom Be sure that you adapt your classroom space as best you can to the parameters of the lesson. –lecture –group work –roleplay Be prepared not only to encourage collaboration and "thinking outside the box," but also to maintain some control by setting specific boundaries for students.

21. Applications to your classroom One "answer" or outcome is not the only acceptable measure of a child's understanding. Different learners might grasp the concept in different ways. –Drawing, acting, speaking, writing Students need to have a clear understanding of how their work will be evaluated. Be sure to lay out the exact objectives and expectations of your lesson before beginning.

22. REVIEW 1-Which best describes Gardner’s linguistic intelligence? –A-Ability to speak englishA-Ability to speak english –B-Sensitivity to spoken and written languagesB-Sensitivity to spoken and written languages –C-Converting a novel to a movie screenplayC-Converting a novel to a movie screenplay –D-Dislike of mathD-Dislike of math

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25. REVIEW 2-Which best describes Gardner’s logic- mathematical intelligence? –A- consists of the capacity to analyze problems logicallyA- consists of the capacity to analyze problems logically –B-can count to 1,000,000B-can count to 1,000,000 –C-finds mathematical insight into literatureC-finds mathematical insight into literature –D-likes math better than scienceD-likes math better than science

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28. REVIEW - Which best describes Gardner’s musical intelligence? –1-likes listening to the radio1-likes listening to the radio –2-can name the top 10 most popular songs in the US2-can name the top 10 most popular songs in the US –3-is a member of a band or chorus3-is a member of a band or chorus –4 - recognizes and compose musical pitches, tones, and rhythms4 - recognizes and compose musical pitches, tones, and rhythms

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31. REVIEW Which best describes Gardner’s spatial intelligence? –A-desire for space travelA-desire for space travel –B-keen awareness of natural environmentB-keen awareness of natural environment –C- involves the potential to recognize and use the patterns of wide space and more confined areasC- involves the potential to recognize and use the patterns of wide space and more confined areas –D-an existential understanding of spaceD-an existential understanding of space

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34. REVIEW Which best describes Gardner’s bodily/kinesthetic intelligence? –A-has athletic ability at the professional levelA-has athletic ability at the professional level –B- sees mental and physical activity as relatedB- sees mental and physical activity as related –C-mind can control body functionsC-mind can control body functions –D-practices yoga and meditationD-practices yoga and meditation

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37. REVIEW Which best describes Gardner’s interpersonal intelligence? –A-measures personality index –B- entails the capacity to understand oneself –C-combines a description of the core ability with a characterization of the role that many cultures value –D- concerns the capacity to understand the intentions, motivations and desires of other people

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40. REVIEW Which best describes Gardner’s intrapersonal intelligence? –A- entails the capacity to understand oneself, to appreciate one's feelings, fears and motivationsA- entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations –B-tested with high IQB-tested with high IQ –C- allows people to work effectively with othersC- allows people to work effectively with others –D-does not like other peopleD-does not like other people

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43. SOURCES CITED Howard Gardner. (n.d.). www.businessballs.com. Retrieved July 11, 2012, from www.businessballs.com PBS: Public Broadcasting Service. (n.d.). PBS: Public Broadcasting Service. Retrieved July 15, 2012, from http://www.pbs.org contents @ the informal education homepage. (n.d.). contents @ the informal education homepage. Retrieved July 15, 2012, from http://www.infed.org